本文關(guān)鍵詞：初中生英語學(xué)習(xí)動機激發(fā)和培養(yǎng)的策略研究　出處：《信陽師范學(xué)院》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 外語學(xué)習(xí)動機 動機策略 動機類型 動機強度

【摘要】：學(xué)習(xí)動機對學(xué)生的英語學(xué)習(xí)起著重要的作用,英語新課程標準也特別強調(diào)要不斷激發(fā)和強化學(xué)生的學(xué)習(xí)興趣,引導(dǎo)學(xué)生將興趣轉(zhuǎn)化為穩(wěn)定的學(xué)習(xí)動機,并將學(xué)習(xí)動機作為英語教學(xué)的情感態(tài)度目標之一。而當前大多數(shù)初中生以中考為主要學(xué)習(xí)目標,缺乏內(nèi)在的英語學(xué)習(xí)動機。如何有效運用教學(xué)策略激發(fā)中學(xué)生的英語學(xué)習(xí)動機,是廣大教師面臨的一個普遍問題,也是我想對學(xué)習(xí)動機進行深入探討的目的所在。 目前,我國在外語學(xué)習(xí)動機策略方面的理論探討取得了一些發(fā)展,但主要是基于國外二語動機理論的討論與分析,或是源于自身教學(xué)經(jīng)驗的反思。而且大多數(shù)局限于對大學(xué)生、高中生和高職生學(xué)習(xí)動機策略的研究,對于激發(fā)中學(xué)生英語學(xué)習(xí)動機策略的研究有限。 本文以強化動機理論、需要層次理論和歸因理論為基礎(chǔ),從動機類型、動機強度、獎勵與懲罰、生活情感需要和成敗歸因五個方面入手,以筆者所執(zhí)教的息縣三中兩個班(分別作為實驗班和控制班)為調(diào)查對象,采用問卷調(diào)查法和師生訪談法,調(diào)查初中生英語學(xué)習(xí)動機現(xiàn)狀,結(jié)果表明初中生的英語學(xué)習(xí)動機存在一些問題。針對這些問題,依據(jù)動機理論,筆者通過在評價中強化初中生的英語學(xué)習(xí)動機、創(chuàng)建和諧的課堂氣氛、創(chuàng)設(shè)教學(xué)情境激發(fā)學(xué)生學(xué)習(xí)興趣、引導(dǎo)學(xué)生積極歸因和及時反饋等策略來激發(fā)和培養(yǎng)初中生英語學(xué)習(xí)動機。在實際教學(xué)中,筆者對實驗班采用學(xué)習(xí)動機激發(fā)策略,控制班仍采用傳統(tǒng)的教學(xué)方式—以知識的講解為主。通過為期四個月的教學(xué)實驗,筆者對實驗班和控制班進行動機類型和動機強度調(diào)查,發(fā)現(xiàn)實驗班學(xué)生的學(xué)習(xí)動機類型有顯著變化,學(xué)生的內(nèi)在學(xué)習(xí)動機增強了,學(xué)習(xí)動機強度也隨之增加了。最后,筆者通過分析實驗班和控制班的考試成績,進一步驗證了實驗班學(xué)生學(xué)習(xí)動機的增強、學(xué)習(xí)動機強度與學(xué)習(xí)效果成顯著正相關(guān)。 基于理論支撐和實驗驗證,筆者得出如下結(jié)論：第一、內(nèi)部動機對初中生英語成績影響明顯；第二、工具型動機對初中生英語學(xué)習(xí)確實具有一定的推動力；第三、動機和策略對學(xué)生的學(xué)習(xí)成績有較大的影響；第四、英語學(xué)習(xí)成績和學(xué)習(xí)動機之間呈正相關(guān)。
[Abstract]:On students' learning motivation plays an important role in English learning, English curriculum standards also stressed the need to continue to stimulate and strengthen the students' interest in learning, to guide students into a stable interest in learning motivation, learning motivation and emotional attitude as one of the objectives of English teaching. But most of the current junior high school students as the main learning in senior high school entrance examination the target, the lack of intrinsic motivation in English learning. How to effectively use teaching strategies to stimulate students' English learning motivation, is a common problem faced by the majority of teachers, but also I think of learning motivation in-depth study purpose.
At present, China's strategy of learning motivation theory in foreign language study has made some development, but mainly the discussion and analysis of two foreign language based on the theory of motivation, or reflection from his own teaching experience. But most are limited to college students, learning motivation strategy of graduate students and vocational high school students, to stimulate students study on English learning motivation strategy is limited.
In this paper, to strengthen the motivation theory, hierarchy of needs theory and attribution theory, the motivation types, motivational intensity, reward and punishment, life emotional needs and the attribution of the five aspects, the author teaches the Xixian County third class two (respectively as the experimental class and the control class) as the research object, using the method of questionnaire and interview method, investigation of the current situation of English learning motivation of junior high school students. The results show that the junior high school students' English learning motivation problems. To solve these problems, based on the motivation theory, the author through the strengthening of junior high school students' English learning motivation in the evaluation, to create a harmonious atmosphere in the classroom teaching situation to stimulate students' interest in learning, to guide students to positive attribution timely feedback and strategies to stimulate and cultivate students' English learning motivation. In practical teaching, the author used in the experimental class learning motivation strategy, the control class still mining With the traditional teaching methods in knowledge instruction. The teaching experiment lasted four months, the motivation types and motivation intensity survey of the experimental class and the control class, the experimental class students' learning motivation types have significant changes, enhancing students' intrinsic motivation, learning motivation intensity also increases finally, through the analysis of the experimental class and the control class exam results, further validation of the enhanced experimental class students' learning motivation and motivation intensity was positively correlated with students' learning.
Based on the theoretical support and experimental verification, the author draws the following conclusions: first, the junior high school students' English achievement significantly affect the internal motivation; second, instrumental motivation has a certain impact on English learning of junior middle school students; third, have great influence on students' learning motivation and strategy achievement; Fourth, positive correlation between English learning achievement and learning motivation.

【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

【參考文獻】

相關(guān)期刊論文 前8條

1 趙娜;王俊菊;;中學(xué)英語教師課堂動機策略研究[J];外語教學(xué)理論與實踐;2010年01期

2 方芒;論外語學(xué)習(xí)動機及其激發(fā)[J];吉首大學(xué)學(xué)報(社會科學(xué)版);2003年04期

3 高一虹,程英,趙媛,周燕;英語學(xué)習(xí)動機類型與動機強度的關(guān)系——對大學(xué)本科生的定量考察[J];外語研究;2003年01期

4 汪春英;論影響英語學(xué)習(xí)動機的六大因素[J];山東師范大學(xué)外國語學(xué)院學(xué)報(基礎(chǔ)英語教育);2004年01期

5 姜忠平;;課程人本化下英語教學(xué)過程的優(yōu)化[J];時代文學(xué)(下半月);2009年11期

6 劉東樓;外語教學(xué)中動機問題的幾點思考[J];外語教學(xué);2002年04期

7 杜福興;談英語學(xué)習(xí)動機及其激發(fā)與保持[J];外語教學(xué);2003年04期

8 張衛(wèi)東;;如何激發(fā)學(xué)生的外語學(xué)習(xí)動機[J];山東外語教學(xué);1992年Z1期

，

本文編號：1385553