發(fā)布時(shí)間：2018-01-10 00:01

  本文關(guān)鍵詞：中學(xué)生英語(yǔ)學(xué)習(xí)態(tài)度與情感教育研究　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 魚(yú)窩頭中學(xué) 英語(yǔ) 學(xué)習(xí)態(tài)度 焦慮情緒 情感教育

【摘要】：英語(yǔ)在社會(huì)、經(jīng)濟(jì)、文化等各個(gè)領(lǐng)域的凸顯其重要性。但傳統(tǒng)應(yīng)試教育思維和教育方式,使中學(xué)英語(yǔ)教育存在明顯不足和危害,在很多學(xué)生身上顯示出日趨嚴(yán)重的英語(yǔ)學(xué)習(xí)心理問(wèn)題,成為英語(yǔ)教學(xué)水平提高的重要障礙,已引起廣泛關(guān)注。而本人作為廣州市魚(yú)窩頭中學(xué)的一名中學(xué)英語(yǔ)教師,在教學(xué)實(shí)踐中深刻感受到英語(yǔ)學(xué)習(xí)態(tài)度和焦慮情緒對(duì)教學(xué)的影響。因此,本論文介紹了中學(xué)生英語(yǔ)學(xué)習(xí)心理問(wèn)題的基本情況,總結(jié)自我決定理論與目標(biāo)內(nèi)容效應(yīng)的理論含義及對(duì)英語(yǔ)教學(xué)實(shí)踐的指導(dǎo)意義,調(diào)查分析中學(xué)生英語(yǔ)學(xué)習(xí)態(tài)度、焦慮情緒及學(xué)習(xí)水平之間的相關(guān)關(guān)聯(lián),解析情感教育方式對(duì)幫助學(xué)生端正學(xué)習(xí)態(tài)度的作用。魚(yú)窩頭中學(xué)處于工礦企業(yè)的包圍中,社會(huì)經(jīng)濟(jì)環(huán)境正經(jīng)歷著前所未有的發(fā)展,帶來(lái)的不僅是當(dāng)?shù)鼐用袷杖氲目焖僭鲩L(zhǎng),同時(shí)引入的各種思潮沖擊著人們的教育觀和學(xué)習(xí)觀。英語(yǔ)學(xué)習(xí)態(tài)度和出現(xiàn)的心理問(wèn)題必然受到這種社會(huì)環(huán)境和觀念的影響。經(jīng)濟(jì)發(fā)展有利于從教育資源上改善英語(yǔ)的教學(xué)設(shè)施和師資隊(duì)伍,但作為外部目標(biāo)的學(xué)習(xí)動(dòng)力在這些特型農(nóng)村中學(xué)生身上體現(xiàn)不足,他們從英語(yǔ)學(xué)習(xí)中獲得的幸福感和滿足感不夠。因此,有必要從根本上了解學(xué)生英語(yǔ)學(xué)習(xí)態(tài)度,并予以心理干擾,使提高英語(yǔ)學(xué)習(xí)水平成為成為其自主動(dòng)機(jī),使英語(yǔ)學(xué)習(xí)的內(nèi)部目標(biāo)效應(yīng)符合基本心理需求的心理機(jī)制。調(diào)查問(wèn)卷研究發(fā)現(xiàn),影響魚(yú)窩頭中學(xué)學(xué)生英語(yǔ)英語(yǔ)學(xué)習(xí)態(tài)度最重要影響因子是學(xué)習(xí)情感。學(xué)習(xí)情感是厭煩、擔(dān)心、焦慮、害怕、緊張等負(fù)面情緒和消極學(xué)習(xí)態(tài)度的根源所在。英語(yǔ)學(xué)習(xí)態(tài)度存在顯著的性別差異,女生的學(xué)習(xí)態(tài)度顯著好過(guò)男生,而作為學(xué)習(xí)水平衡量標(biāo)準(zhǔn)的考試成績(jī)與學(xué)習(xí)態(tài)度呈現(xiàn)明顯正相關(guān),學(xué)習(xí)態(tài)度較好的學(xué)生考試成績(jī)也較高,女生優(yōu)于男生。中學(xué)生英語(yǔ)學(xué)習(xí)焦慮情緒主要由課堂發(fā)言、自信感、不安感、學(xué)習(xí)態(tài)度、輕松感、口語(yǔ)交流、恐懼感構(gòu)成。具體體現(xiàn)為在課堂上公開(kāi)發(fā)言和回答老師問(wèn)題緊張與不自信、對(duì)考試成績(jī)的擔(dān)憂。這種焦慮情緒無(wú)顯著性別差異,但與成績(jī)排名顯著正相關(guān),即成績(jī)較好的學(xué)生更加焦慮,壓力更大。情感教育使更多學(xué)生成為內(nèi)部定向個(gè)體,愉悅地進(jìn)行英語(yǔ)學(xué)習(xí)以滿足基本心理需求,他們主動(dòng)選擇學(xué)習(xí)英語(yǔ),更易體驗(yàn)到英語(yǔ)學(xué)習(xí)的成就感,積極的學(xué)習(xí)態(tài)度更持久,焦慮水平更低。情感教育被實(shí)施于教學(xué)實(shí)踐中,并逐漸顯示出對(duì)中學(xué)生英語(yǔ)學(xué)習(xí)態(tài)度和焦慮情緒的改善效果。
[Abstract]:English plays an important role in social, economic, cultural and other fields. However, the traditional examination-oriented thinking and educational methods make the English education in middle schools obviously inadequate and harmful. In many students, the increasingly serious psychological problems in English learning have become an important obstacle to the improvement of English teaching level. As a middle school English teacher of Yuwotou Middle School in Guangzhou, I feel the influence of English learning attitude and anxiety on teaching in teaching practice. This thesis introduces the basic situation of middle school students' English learning psychological problems, summarizes the theoretical meaning of self-determination theory and the effect of goal content and its guiding significance to English teaching practice. The investigation analyzes the correlation among English learning attitude, anxiety and learning level of middle school students, and analyzes the role of affective education in helping students correct their learning attitude. Yuwotou Middle School is surrounded by industrial and mining enterprises. The social and economic environment is experiencing unprecedented development, which brings not only the rapid growth of local residents' income. At the same time, all kinds of ideological trends have impacted on people's outlook on education and learning. English learning attitude and psychological problems are bound to be influenced by this social environment and concept. Economic development is conducive to the improvement of English in terms of educational resources. Language teaching facilities and teaching staff. However, the motivation of learning as an external goal is not enough in these special rural middle school students, and their sense of happiness and satisfaction from English learning is not enough. It is necessary to understand students' English learning attitude fundamentally and to interfere with their psychology so that improving their English learning level becomes their autonomous motivation. The internal goal effect of English learning is in line with the psychological mechanism of basic psychological needs. The most important factor affecting students' English learning attitude in Yuwotou Middle School is learning emotion. Learning emotion is boredom, worry, anxiety and fear. There are significant gender differences in English learning attitudes, and girls' learning attitudes are significantly better than boys'. As a measure of learning level, the test scores are positively correlated with their learning attitude, and the students with better learning attitude have higher test scores. Female students are superior to boys. Middle school students' English learning anxiety is mainly made up of classroom speaking, self-confidence, uneasiness, learning attitude, relaxation and oral communication. Fear composition. Specifically reflected in public speaking in the classroom and answering teachers' questions tense and unconfident worry about test results. This anxiety has no significant gender difference but significantly positively related to the ranking of results. Affective education makes more students become self-oriented individuals, learning English pleasantly to meet their basic psychological needs, and they choose to learn English actively. It is easier to experience the sense of achievement in English learning, positive learning attitude is more lasting, anxiety level is lower. Emotional education is carried out in teaching practice. And gradually showed the improvement of English learning attitude and anxiety of middle school students.
【學(xué)位授予單位】：華中師范大學(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)：1403026