發(fā)布時(shí)間：2018-11-01 14:09

【摘要】：本研究主要探討了英語(yǔ)學(xué)習(xí)效能感、知覺(jué)到的教師期望與英語(yǔ)成績(jī)的相關(guān)性,實(shí)驗(yàn)為了系統(tǒng)研究小學(xué)生英語(yǔ)學(xué)習(xí)效能感的結(jié)構(gòu)及其發(fā)展?fàn)顩r,編制了含有25個(gè)項(xiàng)目的《小學(xué)生英語(yǔ)學(xué)習(xí)效能感問(wèn)卷》,并采用《學(xué)生知覺(jué)到的教師期望問(wèn)卷》為研究工具,對(duì)來(lái)自南京市小學(xué)四、五、六年級(jí)的315名學(xué)生進(jìn)行了測(cè)試。結(jié)果顯示：(1)英語(yǔ)測(cè)試成績(jī)不同的小學(xué)生英語(yǔ)學(xué)習(xí)效能感、知覺(jué)教師期望存在顯著差異,高分組學(xué)生的英語(yǔ)學(xué)習(xí)效能感和知覺(jué)教師期望兩方面均分都顯著高于低分組學(xué)生。(2)小學(xué)生英語(yǔ)學(xué)習(xí)效能感存在顯著的性別、年級(jí)差異,女生的英語(yǔ)學(xué)習(xí)效能感顯著高于男生,五年級(jí)學(xué)生在“英語(yǔ)學(xué)習(xí)焦慮感”上的得分低于四、六年級(jí)學(xué)生。(3)知覺(jué)到的英語(yǔ)教師期望存在顯著的性別、年級(jí)差異,女生知覺(jué)到的教師期望水平顯著高于男生。隨著年級(jí)的增長(zhǎng),小學(xué)生知覺(jué)到的英語(yǔ)教師期望呈上升趨勢(shì)。(4)小學(xué)生知覺(jué)到的教師期望與英語(yǔ)學(xué)習(xí)效能感及成績(jī)?nèi)哧P(guān)系呈顯著正相關(guān)。知覺(jué)到的教師期望解釋了英語(yǔ)成績(jī)變異程度的8%,英語(yǔ)學(xué)習(xí)效能感解釋了英語(yǔ)成績(jī)變異程度的23.8%。研究結(jié)論：(1)自編的《小學(xué)生英語(yǔ)學(xué)習(xí)效能感問(wèn)卷》由學(xué)習(xí)能力感、學(xué)習(xí)成績(jī)認(rèn)可感、學(xué)習(xí)自信感、學(xué)習(xí)焦慮感四個(gè)維度組成,具有良好的信度和效度,可以作為了解小學(xué)生英語(yǔ)學(xué)習(xí)效能感水平的輔助工具。(2)小學(xué)生知覺(jué)到的教師期望與英語(yǔ)學(xué)習(xí)效能感及成績(jī)?nèi)哧P(guān)系呈顯著正相關(guān),知覺(jué)到的教師期望與英語(yǔ)學(xué)習(xí)效能感對(duì)英語(yǔ)成績(jī)具有顯著地解釋力。小學(xué)生英語(yǔ)學(xué)習(xí)效能感、知覺(jué)教師期望在性別、年級(jí)、英語(yǔ)學(xué)業(yè)水平上存在差異,反映了小學(xué)生英語(yǔ)學(xué)習(xí)效能感的形成與發(fā)展受到諸多因素影響,與教師期望密切相關(guān)。
[Abstract]:This study focuses on the relationship between English learning efficacy, perceived teachers' expectations and English achievement. The purpose of this study is to systematically study the structure and development of primary school students' English learning efficacy. An English learning efficacy questionnaire for primary school students with 25 items was developed and 315 students in grade 4, 5 and 6 of Nanjing primary school were tested with the questionnaire of teacher expectation perceived by students. The results showed that: (1) there were significant differences in English learning efficacy and perceived teachers' expectations among pupils with different English test scores. The average scores of high score group students' English learning efficacy and perceived teachers' expectation were significantly higher than those of low group students. (2) there were significant gender and grade differences in primary school students' English learning efficacy. Female students' English learning efficacy was significantly higher than that of boys, and the scores of the fifth grade students on English learning anxiety were lower than those of the fourth and sixth graders. (3) there were significant gender and grade differences in perceived English teachers' expectations. The level of teachers' expectation perceived by girls was significantly higher than that of boys. With the increase of grade, the perceived expectations of English teachers of primary school students are on the rise. (4) there is a significant positive correlation between the perceived teacher expectations of pupils and the sense of English learning efficacy and achievement. Perceived teachers' expectations explain the degree of variation in English achievement, and the sense of English learning efficacy explains the degree of variation of English achievement. The conclusions are as follows: (1) the English learning efficacy questionnaire of primary school students is composed of four dimensions: learning ability sense, learning achievement recognition feeling, learning self-confidence feeling and learning anxiety feeling. The questionnaire has good reliability and validity. It can be used as a supplementary tool to understand the level of pupils' English learning efficacy. (2) there is a significant positive correlation between the perceived teachers' expectations and their English learning efficacy and achievement. Perceived teacher expectation and English learning efficacy have significant explanatory power on English achievement. There are differences in gender, grade and English academic level among pupils' English learning efficacy and perceived teachers' expectations, which reflects that the formation and development of pupils' English learning efficacy is influenced by many factors and is closely related to teachers' expectations.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G447

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