語言的學(xué)習(xí)離不開環(huán)境。語言學(xué)習(xí)特別是外語學(xué)習(xí)大多在課堂中進行,而對于中國學(xué)習(xí)者來說課堂則是英語學(xué)習(xí)的主要場所,因此創(chuàng)建積極的英語課堂環(huán)境對于英語教學(xué)尤顯重要�？v觀近年來關(guān)于外語課堂環(huán)境的研究,大部分研究集中于大學(xué)英語課堂,而對高中英語課堂環(huán)境的研究相對較少。且對高中英語課堂環(huán)境的研究大多集中于我國東部,但對新疆地區(qū)的研究較少�；诶諟氐男睦韯恿稣摗⒛锏男枰�-壓力理論和穆斯的人類環(huán)境理論,本研究采用實證研究方法,通過問卷對同一所高中的312名高二年級學(xué)生進行調(diào)查,并運用描述性統(tǒng)計和相關(guān)分析對數(shù)據(jù)進行分析。問卷采用的是劉麗艷和劉永兵（2010）編制的中學(xué)英語課堂環(huán)境量表,該量表將英語課堂環(huán)境分為五個維度,即“任務(wù)取向”、“教師支持”、“學(xué)生凝聚力”、“合作”和“課堂秩序”。本研究擬探討高中英語課堂環(huán)境與學(xué)生英語成績的相關(guān)性,具體回答以下兩個研究問題:1.伊寧市高中生對現(xiàn)有的英語課堂環(huán)境的感知如何?2.高中英語課堂環(huán)境與學(xué)生英語成績存在怎樣的相關(guān)性?研究結(jié)果顯示:第一,總體上學(xué)生對現(xiàn)有的英語課堂環(huán)境的感知較為滿意。在課堂環(huán)境中的五個維度中,學(xué)生對“任務(wù)取向”、“學(xué)生凝聚力”感知度較高,學(xué)... 

【文章來源】：伊犁師范大學(xué)新疆維吾爾自治區(qū)

【文章頁數(shù)】：67 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Relevant Concepts
        2.1.1 Classroom Environment
        2.1.2 English Achievements for Senior High School Students
    2.2 Theoretical Basis
        2.2.1 Lewin’s Field Theory
        2.2.2 Murry’s Needs-Press Theory
        2.2.3 Moos’s Human Environment Theory
    2.3 Researches on Classroom Environment Abroad and at Home
        2.3.1 Researches on Classroom Environment Abroad
        2.3.2. Relevant Researches on Classroom Environment at Home
        2.3.3 Limitations of Previous Studies
Chapter 3 Research Methods
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Questionnaire
        3.4.2 Test Paper
    3.5 Research Procedures
        3.5.1 Distribution of Questionnaire
        3.5.2 Collection of English Achievements
        3.5.3 Data Analysis
Chapter 4 Results and Discussion
    4.1 Perception of Current English Classroom Environment
        4.1.1 Results of Perception of English Classroom Environment
        4.1.2 Discussion of Perception of English Classroom Environment
    4.2 Correlation between Classroom Environment and Achievements
        4.2.1 Results of Correlation between Classroom Environment and Achievements
        4.2.2 Discussion of Correlation between Classroom Environment and Achievements
    4.3 Summary
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
AppendixⅠ
AppendixⅡ
作者簡介
附件



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