初中英语学困生归因研究
发布时间：2021-04-12 07:57
在当今全球化的国际环境中,英语已不单是一门语言,它已成为每一位学生成长道路中不可或缺的工具。英语学习不仅有利于拓展学生的成长道路,还可以为学生提供多态化的全球视野。英语的重要性加之初中阶段的特殊性,使得如何让学生学好英语成为每一位初中英语教师面临的共同问题。而学困生是目前初中英语教学中面临的突出问题,是摆在广大英语教育工作者面前的难题。因此,本文从调查学困生的现状入手,对目前学困生的产生原因进行分析,进而提出相应的转化策略。本研究在国内外学困生研究的相关文献基础上,以伯纳德·韦纳的归因理论作为理论基础,采用问卷调查法、访谈法、课堂观察法三种研究方法,选取7所中学三个年级共900名英语学困生和21名英语教师作为调查样本,采取匿名调查方式,让其分别填写学生类的和教师类的英语学困生调查问卷。为了增强调查结果的可信度和客观性,对问卷调查结果进行补充和完善,本研究对7所学校的15名学困生和10名教师进行定性访谈,针对调研点的学生的实际情况拟定访谈提纲,统一采用标准化访谈形式。此外,笔者对随机选择的三个班级进行了为期两周的观察,听了共计20节课,根据观察到的课堂情况与部分学生进行课下访谈,更加深入...
【文章来源】：洛阳师范学院河南省
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter 1 Introduction
1.1 Research Background
1.2 Research Objectives
1.3 Research Significance
Chapter 2 Literature Review
2.1 Theoretical Basis
2.2 Definition
2.2.1 Students of Low Proficiency
2.2.2 Students with English Learning Difficulties
2.3 Foreign Research
2.3.1 Definition of Students with Learning Difficulties
2.3.2 Attribution of Students with Learning Difficulties
2.3.3 Transformation Strategies for Students with Learning Difficulties
2.4 Domestic Research
2.4.1 Definition of Students with Learning Difficulties
2.4.2 Attribution of Students with Learning Difficulties
2.4.3 Transformation Strategies for Students with Learning Difficulties
2.5 Summary
Chapter 3 Research Methods
3.1 Research Objectives
3.2 Research Objects
3.3 Research Tools and Methods
3.3.1 Questionnaire Survey
3.3.2 Interview Method
3.3.3 Classroom Observation Method
Chapter 4 Results and Discussion
4.1 Analysis of Questionnaire Survey Results
4.1.1 Data Analysis Results
4.1.2 Modeling Analysis under the Standard GLM Framework
4.1.3 Results of Multivariate Analysis of Variance Model
4.1.4 Modeling Analysis under the Framework of Multi-level Model
4.1.5 Conclusion of Data Analysis
4.2 Analysis of Interview Results
4.3 Causes of Students with English Learning Difficulties in Junior Middle School
4.3.1 Capability
4.3.2 Effort
4.3.3 Tasks
4.3.4 Physical and Mental Conditions
4.3.5 Teachers
4.3.6 Family
Chapter 5 Transformation Strategies
5.1 Guidance of Students’ Correct Attribution and Stimulation of their Learning Motivation
5.1.1 Affirmation of Students’ Learning Ability and Establishment of their LearningConfidence
5.1.2 Setting Reasonable Learning Objectives and Paying Attention to the Process ofEffort
5.1.3 Strengthening Controllable Attribution and Improving Learning Expectation
5.2 Construction of the Scientific Learning Methods and Improvement of the LearningEfficiency
5.2.1 Consolidation of the Vocabulary Foundation
5.2.2 Construction of the Knowledge Framework
5.2.3 Enhancement of the Oral Expression
5.3 Respectation of the Students’ Subject Status and Harmonization of the RelationshipBetween Teachers and Student
5.3.1 Encouraging and Caring for students
5.3.2 Equal Treatment of Students
5.3.3 Trusting Students
5.4 Changing Educational Concepts and Adopting Diversified Evaluation Methods
5.4.1 Diversification of Evaluation Subjects
5.4.2 Dynamic Evaluation Process
5.4.3 Diversified Evaluation Methods
5.5 Optimization of Teaching Methods and Implementation of Multi-dimensional TeachingStrategies
5.5.1 Multi-modal Situational Teaching
5.5.2 Cooperative Exploratory Teaching
5.5.3 Differentiated and Stratified Teaching
5.6 Reinforcement of the Linkage Between Home and School, Union of the Educational Forcesfrom Various Aspects
5.6.1 Using Social Media and Promoting Home-school Cooperation
5.6.2 Helping Parents Form Correct Educational Concepts
5.6.3 Encouraging Parents to Create a Good Family Atmosphere
Chapter 6 Conclusion
6.1 Major Findings
6.2 Limitations of the Research
6.3 Prospect of Future Research
References
Appendix Ⅰ: Questionnaires for Teachers and Students
Appendix Ⅱ: Interview Outline for Teachers and Students
Acknowledgements
【参考文献】：
期刊论文
[1]初中英语教学中学生习惯的养成探讨[J]. 周正平. 求知导刊. 2016(09)
[2]初中生良好英语学习习惯的培养[J]. 陈秀珍. 学周刊. 2014(31)
[3]地方高校英语学困生不良学习动机的成因与转化策略[J]. 邓萍萍. 贺州学院学报. 2011(04)
[4]大学英语学困生学习经历的后现代分析[J]. 刘艳. 安徽理工大学学报(社会科学版). 2009(01)
[5]美国学习困难学生的界定和诊断标准[J]. 严之. 班主任. 2002(06)
[6]赞科夫论差生和差生教育[J]. 李醒东. 外国教育研究. 1997(05)
[7]原苏联的差生问题研究综述[J]. 俞国良. 外国教育研究. 1992(03)
硕士论文
[1]农村初中英语“学困生”的现状与问题研究[D]. 禹雪梅.延安大学 2015
[2]通过合作学习策略提高农村英语学困生的学习成绩[D]. 徐峰.辽宁师范大学 2011
[3]普通高中普通班数学学习困难学生的转化[D]. 贾殿清.内蒙古师范大学 2009
[4]对初中英语学习困难学生的归因研究[D]. 魏玉宛.华中师范大学 2006
本文编号：3132945
【文章来源】：洛阳师范学院河南省
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter 1 Introduction
1.1 Research Background
1.2 Research Objectives
1.3 Research Significance
Chapter 2 Literature Review
2.1 Theoretical Basis
2.2 Definition
2.2.1 Students of Low Proficiency
2.2.2 Students with English Learning Difficulties
2.3 Foreign Research
2.3.1 Definition of Students with Learning Difficulties
2.3.2 Attribution of Students with Learning Difficulties
2.3.3 Transformation Strategies for Students with Learning Difficulties
2.4 Domestic Research
2.4.1 Definition of Students with Learning Difficulties
2.4.2 Attribution of Students with Learning Difficulties
2.4.3 Transformation Strategies for Students with Learning Difficulties
2.5 Summary
Chapter 3 Research Methods
3.1 Research Objectives
3.2 Research Objects
3.3 Research Tools and Methods
3.3.1 Questionnaire Survey
3.3.2 Interview Method
3.3.3 Classroom Observation Method
Chapter 4 Results and Discussion
4.1 Analysis of Questionnaire Survey Results
4.1.1 Data Analysis Results
4.1.2 Modeling Analysis under the Standard GLM Framework
4.1.3 Results of Multivariate Analysis of Variance Model
4.1.4 Modeling Analysis under the Framework of Multi-level Model
4.1.5 Conclusion of Data Analysis
4.2 Analysis of Interview Results
4.3 Causes of Students with English Learning Difficulties in Junior Middle School
4.3.1 Capability
4.3.2 Effort
4.3.3 Tasks
4.3.4 Physical and Mental Conditions
4.3.5 Teachers
4.3.6 Family
Chapter 5 Transformation Strategies
5.1 Guidance of Students’ Correct Attribution and Stimulation of their Learning Motivation
5.1.1 Affirmation of Students’ Learning Ability and Establishment of their LearningConfidence
5.1.2 Setting Reasonable Learning Objectives and Paying Attention to the Process ofEffort
5.1.3 Strengthening Controllable Attribution and Improving Learning Expectation
5.2 Construction of the Scientific Learning Methods and Improvement of the LearningEfficiency
5.2.1 Consolidation of the Vocabulary Foundation
5.2.2 Construction of the Knowledge Framework
5.2.3 Enhancement of the Oral Expression
5.3 Respectation of the Students’ Subject Status and Harmonization of the RelationshipBetween Teachers and Student
5.3.1 Encouraging and Caring for students
5.3.2 Equal Treatment of Students
5.3.3 Trusting Students
5.4 Changing Educational Concepts and Adopting Diversified Evaluation Methods
5.4.1 Diversification of Evaluation Subjects
5.4.2 Dynamic Evaluation Process
5.4.3 Diversified Evaluation Methods
5.5 Optimization of Teaching Methods and Implementation of Multi-dimensional TeachingStrategies
5.5.1 Multi-modal Situational Teaching
5.5.2 Cooperative Exploratory Teaching
5.5.3 Differentiated and Stratified Teaching
5.6 Reinforcement of the Linkage Between Home and School, Union of the Educational Forcesfrom Various Aspects
5.6.1 Using Social Media and Promoting Home-school Cooperation
5.6.2 Helping Parents Form Correct Educational Concepts
5.6.3 Encouraging Parents to Create a Good Family Atmosphere
Chapter 6 Conclusion
6.1 Major Findings
6.2 Limitations of the Research
6.3 Prospect of Future Research
References
Appendix Ⅰ: Questionnaires for Teachers and Students
Appendix Ⅱ: Interview Outline for Teachers and Students
Acknowledgements
【参考文献】：
期刊论文
[1]初中英语教学中学生习惯的养成探讨[J]. 周正平. 求知导刊. 2016(09)
[2]初中生良好英语学习习惯的培养[J]. 陈秀珍. 学周刊. 2014(31)
[3]地方高校英语学困生不良学习动机的成因与转化策略[J]. 邓萍萍. 贺州学院学报. 2011(04)
[4]大学英语学困生学习经历的后现代分析[J]. 刘艳. 安徽理工大学学报(社会科学版). 2009(01)
[5]美国学习困难学生的界定和诊断标准[J]. 严之. 班主任. 2002(06)
[6]赞科夫论差生和差生教育[J]. 李醒东. 外国教育研究. 1997(05)
[7]原苏联的差生问题研究综述[J]. 俞国良. 外国教育研究. 1992(03)
硕士论文
[1]农村初中英语“学困生”的现状与问题研究[D]. 禹雪梅.延安大学 2015
[2]通过合作学习策略提高农村英语学困生的学习成绩[D]. 徐峰.辽宁师范大学 2011
[3]普通高中普通班数学学习困难学生的转化[D]. 贾殿清.内蒙古师范大学 2009
[4]对初中英语学习困难学生的归因研究[D]. 魏玉宛.华中师范大学 2006
本文编号：3132945
本文链接：https://www.wllwen.com/waiyulunwen/yingyulunwen/3132945.html
最近更新
教材专著
