發(fā)布時(shí)間：2021-02-27 00:39

　　課堂是學(xué)生學(xué)習(xí)的主要場(chǎng)所,學(xué)生課堂參與是教學(xué)的關(guān)鍵,積極主動(dòng)的課堂參與有助于高中生有效學(xué)習(xí),也會(huì)提高教師教學(xué)效率。但是在現(xiàn)有研究中,多數(shù)關(guān)于自我效能感對(duì)課堂參與影響的研究都是相關(guān)性研究�；谧晕倚芨薪嵌韧诰�?qū)W生課堂參與差異原因的研究還不夠完善,且研究對(duì)象多是大學(xué)生和小學(xué)生。本論文采用個(gè)案研究方法選取沈陽(yáng)某重點(diǎn)高中同一班級(jí)中的六名學(xué)生為研究對(duì)象從行為參與,認(rèn)知參與和情感參與三個(gè)維度對(duì)如下兩個(gè)問題進(jìn)行研究。1.學(xué)優(yōu)生和學(xué)困生在英語(yǔ)課堂參與的相同點(diǎn)和不同點(diǎn)是什么?2.基于自我效能感分析學(xué)優(yōu)生和學(xué)困生課堂參與差異的原因是什么?本論文以課堂觀察和訪談為量具了解學(xué)優(yōu)生和學(xué)困生的課堂參與現(xiàn)狀并比較。再通過半結(jié)構(gòu)訪談從自我效能感角度探索學(xué)生課堂參與差異的原因.研究結(jié)果表明:學(xué)優(yōu)生和學(xué)困生英語(yǔ)課堂參與的相同點(diǎn)體現(xiàn)在行為參與和認(rèn)知參與上。行為參與中的相同點(diǎn)是由課堂觀察的結(jié)果總結(jié)而出,而認(rèn)知參與中的相同點(diǎn)是從第一次訪談的結(jié)果中獲得的。（1）回答問題占據(jù)了學(xué)生在課堂參與頻率的主體是學(xué)生在英語(yǔ)課堂行為參與中的相同點(diǎn)。（2）在認(rèn)知參與中,學(xué)生在英語(yǔ)學(xué)習(xí)中會(huì)使用各種學(xué)習(xí)策略,但以淺層策略為主。學(xué)優(yōu)生和學(xué)困生在課堂... 

【文章來源】：沈陽(yáng)師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：100 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Self-efficacy
        2.1.1 Definition of Self-efficacy and Academic Self-efficacy
        2.1.2 The Sources of Self-efficacy
        2.1.3 The Dimensions of Self-efficacy
        2.1.4 The Functions of Self-efficacy
    2.2 Achieved Students and Underachieved Students
        2.2.1 Definition of Achieved Students
        2.2.2 Definition of Underachieved Students
    2.3 Student Class Engagement
        2.3.1 Definition of Student Class Engagement
        2.3.2 Types of Student Class Engagement
    2.4 The Relationship between Self-efficacy and Class Engagement
    2.5 Previous Studies on Students Class Engagement at Home and Aboard
        2.5.1 Previous Studies Abroad
        2.5.2 Previous Studies at Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Classroom Observation
        3.3.2 Interview
    3.4 Data Collection and Analysis
Chapter 4 Results and Analysis
    4.1 Results
        4.1.1 Results of Classroom Observation
        4.1.2 Results of Interviews
    4.2 Discussion
        4.2.1 Discussion on the Similarities and Differences in English Class Engagement between Achieved students and Underachieved students
        4.2.2 Discussion on the Reasons for Differences in English Class Engagement between Achieved students and Underachieved students basedon the Self-efficacy
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C



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