本文選題：留守兒童 + 英語(yǔ)學(xué)習(xí)困難　； 參考：《寧波大學(xué)》2017年碩士論文

【摘要】：新版人教版小學(xué)英語(yǔ)教材使用以來(lái),各地開(kāi)始了新的一輪教材解讀和對(duì)新教材使用的反饋和分析,作為學(xué)習(xí)的主體——學(xué)生,他們中的一部分是處在農(nóng)村的留守兒童們。留守兒童是當(dāng)前經(jīng)濟(jì)發(fā)展環(huán)境下的衍生物,是一個(gè)特殊的學(xué)生群體。他們?cè)谟⒄Z(yǔ)學(xué)習(xí)過(guò)程中情況如何,我們能否可以通過(guò)有意識(shí)的課堂干預(yù)來(lái)幫助他們更加有效地進(jìn)行語(yǔ)言學(xué)習(xí)?小學(xué)生英語(yǔ)的學(xué)習(xí)剛剛起步,作為學(xué)習(xí)英語(yǔ)的第二課堂——家庭,其重要性顯得尤其重要和必須,它是小學(xué)生學(xué)習(xí)受到家長(zhǎng)督促和輔助的重要場(chǎng)所。而這些留守兒童,他們的生活監(jiān)護(hù)人年齡偏大,受教育水平普遍偏低。有的爺爺奶奶沒(méi)讀過(guò)書(shū),連漢字也不認(rèn)識(shí)幾個(gè)。在這樣的家庭環(huán)境里,孩子們?cè)谟⒄Z(yǔ)學(xué)習(xí)過(guò)程中會(huì)有哪些困難?作為教師,我們可以在課堂上通過(guò)怎么樣的方式盡可能地促進(jìn)他們的學(xué)習(xí)?本研究以留守兒童的英語(yǔ)學(xué)習(xí)為切入點(diǎn),研究的對(duì)象是筆者班級(jí)里的留守兒童個(gè)體。本研究假設(shè),學(xué)生個(gè)體的英語(yǔ)學(xué)習(xí)存在差異,以往對(duì)這些差異的研究通常是從個(gè)體的學(xué)習(xí)態(tài)度、學(xué)習(xí)能力等方面進(jìn)行考慮,往往忽略學(xué)生個(gè)體之間的家庭文化所帶來(lái)的影響,本研究從留守兒童與非留守兒童的差異出發(fā),對(duì)留守兒童的英語(yǔ)學(xué)習(xí)困難進(jìn)行研究,深入分析留守兒童英語(yǔ)學(xué)習(xí)困難形成的原因,試圖從課堂干預(yù)層面找出具體可行的有效解決留守兒童英語(yǔ)學(xué)習(xí)問(wèn)題的對(duì)策,幫助留守兒童改善英語(yǔ)學(xué)習(xí)的狀況。同時(shí),對(duì)存在類(lèi)似情況學(xué)生的教師起到一定的參考和借鑒作用。筆者通過(guò)課堂觀察、調(diào)查問(wèn)卷、訪談等了解留守兒童的監(jiān)護(hù)人與監(jiān)護(hù)情況;留守兒童的生活狀況和英語(yǔ)學(xué)習(xí)狀況。其中重點(diǎn)在于他們的英語(yǔ)學(xué)習(xí)情況,包括學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)習(xí)慣、認(rèn)知狀態(tài)、課堂表現(xiàn)、情感態(tài)度和學(xué)習(xí)過(guò)程中所采取的學(xué)習(xí)策略等�；谵r(nóng)村留守兒童英語(yǔ)學(xué)習(xí)存在的困難,提出了相應(yīng)的課堂干預(yù)措施和實(shí)踐研究。筆者通過(guò)對(duì)留守兒童已存在的英語(yǔ)學(xué)習(xí)困難,通過(guò)情感干預(yù)、習(xí)慣干預(yù)、學(xué)習(xí)策略等方面的干預(yù),探究在課堂層面切實(shí)可行的干預(yù)措施。
[Abstract]:Since the use of the new edition of English teaching materials for primary schools, a new round of reading and feedback and analysis on the use of new textbooks has begun. As the main body of learning-students, some of them are left-behind children in rural areas. Children left behind are derivatives of the current economic development environment and a special group of students. What is their situation in the process of learning English? can we help them to carry out language learning more effectively through conscious classroom intervention? Pupils' English learning has just started, as the second classroom of learning English-family, its importance is particularly important and necessary, it is an important place for primary school students to be supervised and assisted by their parents. And these left-behind children, their life guardian age is too old, the education level is generally on the low side. Some grandparents have not read books, even Chinese characters do not recognize several. In such a family environment, what difficulties will children have in learning English? As teachers, how can we promote their learning as much as possible in the classroom? This study focuses on Left-behind Children's English learning, and the object of this study is Left-behind Children in my class. This study assumes that there are differences in individual English learning. Previous studies on these differences were usually based on individual learning attitudes and learning abilities, often ignoring the impact of family culture among individual students. Based on the differences between left-behind children and non-left-behind children, this study studies the English learning difficulties of left-behind children, and analyzes the causes of English learning difficulties of left-behind children. This paper attempts to find out concrete and feasible countermeasures to solve the problem of left-behind children's English learning from the classroom intervention level and to help left-behind children to improve their English learning situation. At the same time, the existence of similar situation of students teachers play a certain reference and reference role. Through classroom observation, questionnaire, interview and so on, the author understands the guardianship and guardianship of left-behind children, the living conditions and English learning of left-behind children. The emphasis is on their English learning, including learning motivation, learning habits, cognitive state, classroom performance, emotional attitude and learning strategies. Based on the difficulties of rural left-behind children in English learning, this paper puts forward the corresponding classroom intervention measures and practical research. The author explores practical intervention measures at the classroom level through the intervention of affective intervention, habit intervention, learning strategy and so on, on the existing English learning difficulties of left-behind children.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.31

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