本文關(guān)鍵詞：烏魯木齊市中學(xué)少數(shù)民族雙語(yǔ)班英語(yǔ)教育現(xiàn)狀調(diào)查研究　出處：《新疆師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 少數(shù)民族 雙語(yǔ)班 英語(yǔ)教與學(xué) 態(tài)度與動(dòng)機(jī)

【摘要】：語(yǔ)言教育是我國(guó)民族教育的核心,隨著新疆雙語(yǔ)教育的普及義務(wù)教育階段少數(shù)民族雙語(yǔ)班開設(shè)了除漢語(yǔ)課以外的另一門語(yǔ)言課程——英語(yǔ)。然而,通過(guò)文獻(xiàn)調(diào)查發(fā)現(xiàn)針對(duì)新疆民族語(yǔ)言教育研究關(guān)注點(diǎn)普遍在于雙語(yǔ)教育即少數(shù)民族母語(yǔ)與漢語(yǔ)教育,而對(duì)少數(shù)民族外語(yǔ)教育的研究卻局限于高校教學(xué)及民考民學(xué)生層面。本研究基于外語(yǔ)教育教學(xué)和心理語(yǔ)言學(xué)理論定性、定量相結(jié)合的方法以烏魯木齊市中學(xué)少數(shù)民族雙語(yǔ)班英語(yǔ)教師和學(xué)生為研究對(duì)象,研究了雙語(yǔ)班英語(yǔ)教育現(xiàn)狀,發(fā)現(xiàn)教與學(xué)中存在的問題,分析了其導(dǎo)致的原因。研究采用問卷調(diào)查、訪談和教學(xué)觀察方法對(duì)烏魯木齊市7區(qū)35所中學(xué)108名少數(shù)民族雙語(yǔ)班英語(yǔ)教師和3039名雙語(yǔ)班學(xué)生英語(yǔ)教育現(xiàn)狀進(jìn)行了描述性統(tǒng)計(jì)分析。主要研究結(jié)果如下:第一,從英語(yǔ)教學(xué)總體趨勢(shì)來(lái)看,首先,少數(shù)民族英語(yǔ)教師都為多語(yǔ)者在母語(yǔ)基礎(chǔ)上習(xí)得了中文與英語(yǔ),但是年齡結(jié)構(gòu)示為偏年輕、人數(shù)缺乏、性別失衡和非英語(yǔ)專業(yè)教師實(shí)施教學(xué)等現(xiàn)象;其次,職業(yè)發(fā)展?fàn)顩r示意對(duì)崗前崗后培訓(xùn)參與度高,但是崗后缺少全脫產(chǎn)形式的高校繼續(xù)教育機(jī)會(huì);再次,教學(xué)行為顯示多數(shù)少數(shù)民族英語(yǔ)教師掌握了教學(xué)模式、方法和策略的基本要領(lǐng),但是教學(xué)行較為傳統(tǒng)缺少創(chuàng)新及使用較為有效的教學(xué)模式、方法和策略;最后,針對(duì)少數(shù)民族外語(yǔ)教師教學(xué)態(tài)度、動(dòng)機(jī)分析顯示,教師對(duì)少數(shù)民族英語(yǔ)教學(xué)總體上呈現(xiàn)出積極態(tài)度和動(dòng)機(jī),但是針對(duì)目前所使用的英語(yǔ)教材的態(tài)度和物質(zhì)待遇的動(dòng)機(jī)呈現(xiàn)為消極趨勢(shì)。內(nèi)外動(dòng)機(jī)因素中內(nèi)部動(dòng)機(jī)高于外部動(dòng)機(jī)。第二,從英語(yǔ)學(xué)習(xí)總體趨勢(shì)來(lái)看,首先,中學(xué)少數(shù)民族雙語(yǔ)班學(xué)生以阿爾泰語(yǔ)系突厥語(yǔ)族為主的學(xué)生組成,語(yǔ)言政策積極促使學(xué)生習(xí)得其它言語(yǔ);其次,普通話成為少數(shù)民族間的交際語(yǔ),愿意成為多語(yǔ)言、多元文化者;再次,學(xué)習(xí)行為調(diào)查顯示雙語(yǔ)學(xué)生英語(yǔ)學(xué)習(xí)使用較傳統(tǒng)的模式、方法和策略;最后,針對(duì)英語(yǔ)學(xué)習(xí)態(tài)度和動(dòng)機(jī)調(diào)查分析則顯示,學(xué)習(xí)者持有較為積極地學(xué)習(xí)態(tài)度和動(dòng)機(jī),其中內(nèi)部動(dòng)機(jī)高于外部動(dòng)機(jī)。但是,從總體情況來(lái)看雙語(yǔ)學(xué)生英語(yǔ)學(xué)習(xí)表現(xiàn)出高度的熱情和低行動(dòng)的特點(diǎn)。總之,本研究結(jié)果總結(jié)了新疆少數(shù)民族雙語(yǔ)學(xué)生外語(yǔ)教學(xué)中存在的問題,為今后改進(jìn)雙語(yǔ)學(xué)生英語(yǔ)教育提供了參考依據(jù)。
[Abstract]:Language education is the core of ethnic education in China. With the popularization of bilingual education in Xinjiang, the bilingual classes of ethnic minorities have set up another language course besides Chinese. Through literature investigation, it is found that the focus of the research on ethnic language education in Xinjiang is the bilingual education, that is, the education of minority mother tongue and Chinese. However, the research on minority foreign language education is limited to the level of college teaching and students' examination. This study is based on foreign language teaching and psycholinguistics theory. This paper studies the present situation of bilingual English education in Urumqi middle school, and finds out the problems in teaching and learning by combining quantitative method with English teachers and students in minority bilingual classes in Urumqi. The causes were analyzed. Questionnaire survey was used in the study. Interviews and teaching observation methods were conducted to analyze the current situation of English education in 108 minority bilingual classes and 3039 bilingual class students in 35 middle schools in 7 districts of Urumqi. The results are as follows:. Number one. From the general trend of English teaching, first of all, ethnic English teachers have acquired both Chinese and English on the basis of their mother tongue for multi-linguists, but the age structure shows that they are young and lack the number of English teachers. Gender imbalance and teaching of non-English major teachers; Secondly, the status of career development indicates a high level of participation in post-job training, but lack of post-employment form of continuing education opportunities; Thirdly, the teaching behavior shows that most minority English teachers have grasped the basic essentials of teaching mode, method and strategy, but the teaching practice lacks innovation and uses more effective teaching mode, method and strategy. Finally, according to the teaching attitude of minority foreign language teachers, the motivation analysis shows that the teachers have a positive attitude and motivation towards minority English teaching in general. However, the attitude and material treatment motivation of the English textbooks used at present show a negative trend. The internal motivation is higher than the external motivation among the internal and external motivation factors. Secondly, from the perspective of the general trend of English learning, first of all. The minority bilingual students in middle school are mainly composed of the Turkic students of the Altaic language family, and the language policy actively urges the students to acquire other languages. Secondly, Putonghua has become a communicative language among ethnic minorities and is willing to become a multilingual and multicultural person. Thirdly, the survey of learning behavior shows that bilingual students use more traditional models, methods and strategies in English learning. Finally, a survey of attitudes and motivations in English learning shows that learners hold more active learning attitudes and motivations, among which internal motivation is higher than external motivation. In general, bilingual students' English learning shows a high degree of enthusiasm and low action. In a word, the present study summarizes the problems existing in foreign language teaching of ethnic minority bilingual students in Xinjiang. It provides a reference for improving bilingual students' English education in the future.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：1361995