本文選題：英語學(xué)困生 + 學(xué)困生成因　； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：隨著中國經(jīng)濟(jì)不斷發(fā)展以及改革開放的不斷深入,擴(kuò)大國際交往與合作已經(jīng)成為經(jīng)濟(jì)發(fā)展的必然趨勢(shì)。這既為我們提供了前所未有的機(jī)遇,也帶來了艱難的挑戰(zhàn)。隨著中國與世界在政治、經(jīng)濟(jì)、文化等方面的交流日益豐富和多元化,語言交流成為了我們面臨的首要問題。同時(shí),這一問題的出現(xiàn)也對(duì)我國外語人才種類和質(zhì)量提出了更高的要求。在這一背景下,掌握國際通用語言——英語顯得尤為重要。然而,由于缺乏交流的語言環(huán)境以及系統(tǒng)語言學(xué)習(xí)環(huán)境,造成了在高中階段普遍存在的“學(xué)困生”的局面。它阻礙著學(xué)生的進(jìn)步,制約著教育的效率,困擾著各國教育的發(fā)展。此外,學(xué)困生也間接地產(chǎn)生了一些社會(huì)問題。因此自上世紀(jì)以來,國內(nèi)外研究者就從不同角度對(duì)學(xué)困生進(jìn)行分類,研究學(xué)困生的成因,以及不斷嘗試總結(jié)出了許多經(jīng)驗(yàn)和方法也取得了不少的成果。由于英語學(xué)習(xí)日益重要,英語學(xué)困生作為一個(gè)子課題也日益受到教育界的關(guān)注與重視。但有些理論和研究成果還比較零散、不系統(tǒng),有些已經(jīng)不符合新課程改革的新思想、新理念。且在這些研究中對(duì)初高中英語教學(xué)的銜接以及采取有效措施幫助學(xué)困生從高一開始克服高中英語學(xué)習(xí)障礙方面系統(tǒng)理論較少。因此,對(duì)高一階段英語學(xué)困生的類型、成因和轉(zhuǎn)化對(duì)策的的研究勢(shì)在必行。因此,本研究以國內(nèi)外對(duì)學(xué)困生的研究為基礎(chǔ),通過問卷調(diào)查、課堂觀察以及訪談等方式,對(duì)普通高中高一年級(jí)英語進(jìn)行了調(diào)查和研究,通過分析調(diào)查結(jié)果,找出了英語學(xué)困生的成因,并將他們分類。最后根據(jù)學(xué)困生的不同類型,針對(duì)性地尋求行之有效的幫助高中英語學(xué)困生轉(zhuǎn)化的途徑。事實(shí)上,英語學(xué)困生是那些在獲得英語知識(shí)上有困難的學(xué)生,而我們不應(yīng)該把它們稱之為后進(jìn)生。他們?cè)谟⒄Z學(xué)習(xí)上的困難不是在精神上有障礙,而是在新舊知識(shí)的連接上有了斷層。英語學(xué)困生的成因應(yīng)該有內(nèi)因外因之分,不同的學(xué)困生在英語課堂上還有不同的表現(xiàn)。這些情況作者都會(huì)加入筆記。
[Abstract]:With the continuous development of China's economy and the deepening of reform and opening up, expanding international exchanges and cooperation has become an inevitable trend of economic development. This provides us with unprecedented opportunities as well as difficult challenges. With the increasingly rich and diversified exchanges between China and the world in politics, economy, culture and so on, language exchange has become the most important problem we face. At the same time, the emergence of this problem also puts forward higher requirements for the types and quality of foreign language talents in China. In this context, it is particularly important to master the international common language-English. However, due to the lack of communication language environment and systematic language learning environment, there is a general situation of "learning difficulties" in senior high school. It hinders the progress of students, restricts the efficiency of education and puzzles the development of education all over the world. In addition, students with learning difficulties also indirectly produced some social problems. Since the last century, researchers at home and abroad have classified students with learning difficulties from different angles, studied the causes of students with learning difficulties, and tried to sum up many experiences and methods. Due to the increasing importance of English learning, students with English learning difficulties have been paid more and more attention to as a sub-topic. However, some theories and research results are still scattered, not systematic, and some have not accord with the new ideas and new ideas of the new curriculum reform. In these studies, there are few systematic theories on the cohesion of English teaching in junior high school and the effective measures to help students with learning difficulties overcome the obstacles of English learning in senior high school from the first year of senior high school. Therefore, it is imperative to study the types, causes and countermeasures of English learning difficulties in Senior one. Therefore, based on the domestic and foreign research on the students with learning difficulties, the present study investigates and studies the English of the first year of senior high school by means of questionnaire, classroom observation and interviews, and analyzes the results of the investigation. Find out the causes of English learning difficulties, and classify them. Finally, according to the different types of students with learning difficulties, we seek effective ways to help the students with English learning difficulties in senior high school. In fact, students with English learning difficulties are those who have difficulties in acquiring English knowledge, and we should not call them underachievers. Their difficulty in learning English is not a mental obstacle, but a gap in the connection between old and new knowledge. There should be internal and external causes for the students with English learning difficulties, and different students with learning difficulties have different performances in the English classroom. In these cases, the author adds notes.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：1967465