云南偏遠少數(shù)民族地區(qū)英語學習困難學生的歸因研究
發(fā)布時間：2019-04-24 01:18
【摘要】：歸因研究是心理學研究的重要領域,歸因研究是由美國心理學家韋納在十九世紀七十年代提出,并于八十年代修正的一個心理學研究領域。隨著我國課程改革的逐步深入,關于學生學習困難的歸因研究日益受到了廣泛的關注。在本文中,我們主要運用歸因理論對云南省偏遠少數(shù)民族地區(qū)高中英語學困生來進行歸因研究。本論文共有五章：第一章主要介紹本課題的研究背景及其研究意義。第二章主要綜述了學困生的學習困難表現(xiàn)及其界定、歸因理論研究的歷史進程和最新進展、歸因理論基礎和歸因模型以及韋納的成就動機理論、情緒情感歸因模型和歸因訓練研究。第三章介紹了本文的研究方法,包括研究背景,研究目的、調查對象以及問卷調查過程。第四章對調查結果做詳細的分析。根據(jù)問卷結果分析了高中英語學困生的歸因特點以及學困生男生與女生之間的歸因特點。并從歸因的穩(wěn)定性、內外因,可控程度等三個維度來分析英語學困生的歸因差異,且對歸因理論與成功期望和情感反應方便做了差異性表現(xiàn)分析。第五章總結了本文的研究發(fā)現(xiàn)和研究的不足以及教學啟示。根據(jù)的調查問卷結果分析得出了歸因理論對高中英語英語教學尤其是對學困生教育的一些啟示。本文通過問卷調查及研究發(fā)現(xiàn),非學困生比學困生更擅長于做不穩(wěn)定性和外因的歸因,學困生的學習興趣,學習自信心明顯弱于非學困生,而學困生中女生的學習興趣和學習自信心要高于學困生男生。通過本研究,可以對教師的日常教學工作提出一些建議：高中英語教師對學困生的轉換,可以從培養(yǎng)學困生的英語學習興趣開始,增強學困生的學習自信心,激發(fā)他們的學習動機,并且結合日常的教育教學工作,針對不同學生的歸因傾向進行學習策略指導,使學困生形成正確的歸因方式并體驗成功和提升自我效能感。
[Abstract]:Attribution research is an important field of psychological research. Attribution research is a psychological research field proposed by American psychologist Weiner in the 1970s and revised in the 1980s. With the deepening of curriculum reform in China, the research on attribution of students' learning difficulties has been paid more and more attention. In this paper, we mainly use attribution theory to study the attribution of senior high school students with English learning difficulties in remote minority areas of Yunnan Province. There are five chapters in this thesis: the first chapter mainly introduces the research background and significance of this topic. The second chapter mainly summarizes the performance and definition of learning difficulties of students with learning disabilities, the historical process and latest progress of attribution theory research, the theoretical basis and attribution model of attribution, and Weiner's theory of achievement motivation. Research on emotional Attribution Model and Attribution training. The third chapter introduces the research methods of this paper, including the research background, the purpose, the investigation object and the questionnaire survey process. The fourth chapter makes a detailed analysis of the investigation results. Based on the results of the questionnaire, this paper analyzes the attribution characteristics of English students with learning difficulties in senior high schools and the attribution characteristics between boys and girls with learning disabilities. The attribution differences of students with English learning difficulties are analyzed from the three dimensions of attribution stability, internal and external factors and controllable degree, and the differences between attribution theory and the convenience of success expectation and emotional response are also analyzed. The fifth chapter summarizes the research findings of this paper and the shortcomings of the research as well as the teaching inspiration. Based on the analysis of the questionnaire results, some enlightenment of attribution theory on English teaching in senior high school, especially on the education of students with learning difficulties is drawn. Through a questionnaire survey and research, it is found that the students with non-learning disabilities are better at attribution of instability and external causes than those with learning difficulties, and their learning interests and self-confidence are obviously weaker than those of non-students with learning difficulties, and their self-confidence in learning is obviously weaker than that of non-students with learning difficulties. The learning interest and self-confidence of female students with learning difficulties are higher than those of boys with learning difficulties. Through this study, we can put forward some suggestions for teachers' daily teaching work: the conversion of senior high school English teachers to students with learning disabilities can start with the cultivation of students' interest in learning English, and enhance their self-confidence in learning English. To stimulate their learning motivation, and combined with daily education and teaching work, according to the attribution tendency of different students to carry out learning strategy guidance, so that students with learning disabilities to form the correct attribution way, experience success and improve self-efficacy.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41
本文編號：2463982
[Abstract]:Attribution research is an important field of psychological research. Attribution research is a psychological research field proposed by American psychologist Weiner in the 1970s and revised in the 1980s. With the deepening of curriculum reform in China, the research on attribution of students' learning difficulties has been paid more and more attention. In this paper, we mainly use attribution theory to study the attribution of senior high school students with English learning difficulties in remote minority areas of Yunnan Province. There are five chapters in this thesis: the first chapter mainly introduces the research background and significance of this topic. The second chapter mainly summarizes the performance and definition of learning difficulties of students with learning disabilities, the historical process and latest progress of attribution theory research, the theoretical basis and attribution model of attribution, and Weiner's theory of achievement motivation. Research on emotional Attribution Model and Attribution training. The third chapter introduces the research methods of this paper, including the research background, the purpose, the investigation object and the questionnaire survey process. The fourth chapter makes a detailed analysis of the investigation results. Based on the results of the questionnaire, this paper analyzes the attribution characteristics of English students with learning difficulties in senior high schools and the attribution characteristics between boys and girls with learning disabilities. The attribution differences of students with English learning difficulties are analyzed from the three dimensions of attribution stability, internal and external factors and controllable degree, and the differences between attribution theory and the convenience of success expectation and emotional response are also analyzed. The fifth chapter summarizes the research findings of this paper and the shortcomings of the research as well as the teaching inspiration. Based on the analysis of the questionnaire results, some enlightenment of attribution theory on English teaching in senior high school, especially on the education of students with learning difficulties is drawn. Through a questionnaire survey and research, it is found that the students with non-learning disabilities are better at attribution of instability and external causes than those with learning difficulties, and their learning interests and self-confidence are obviously weaker than those of non-students with learning difficulties, and their self-confidence in learning is obviously weaker than that of non-students with learning difficulties. The learning interest and self-confidence of female students with learning difficulties are higher than those of boys with learning difficulties. Through this study, we can put forward some suggestions for teachers' daily teaching work: the conversion of senior high school English teachers to students with learning disabilities can start with the cultivation of students' interest in learning English, and enhance their self-confidence in learning English. To stimulate their learning motivation, and combined with daily education and teaching work, according to the attribution tendency of different students to carry out learning strategy guidance, so that students with learning disabilities to form the correct attribution way, experience success and improve self-efficacy.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41
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