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工读学校中问题学生的英语学习情感教学研究(硕士)

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工读学校中问题学生的英语学习情感教学研究(硕士)(英语论文17000字)
On the Affect in Problem Students’ English Learning in Work-Study Schools    
摘要  随着我国物质和经济的高速发展,各种新的思想、新的发明创造不断地冲击着人们的视野。对于处于青春发展期的青少年而言,各种不良的信息严重影响着他们的世界观和价值观。由于青少年正处于成长阶段,他们对社会的接触较少,内心相对敏感脆弱,并且还没有形成成熟的辨别是非的能力。因此,青少年很容易受到不良因素的诱惑,而成为问题少年。
   问题学生是指不思学习、思想道德和性格偏常或者有轻微违法行为青少年。问题学生的出现,与家庭、学校和社会这三个大的因素是密不可分的。与其他学生相比,问题学生更加需要老师给予特殊的教育与培养。然而情感教学作为英语教学的一个重要的部分,对于提高改善学生的英语学习状况是十分必要的。因此,本文着重探究运用情感教学方法对问题学生进行改善效果,并且对问题学生学习英语的情感进行了研究。众所周知,工读学校是专门针对问题学生进行教育和改造的学校,工读学校着重于研究问题学生的起因以及改善问题学生的手段。因此,对工读学校中的问题学生进行情感教学实践方面的研究,对于探究如何有效的提升问题学生的英语学习兴趣有着重大的意义。
   本文选取工读学校中的两个初三问题学生班级共50人作为研究对象,对进行研究的两个班采取了不同的教学方法,对实验班采用情感教学的方法,对照班采取普通教学的方法。通过结合自身的情感实践经验,设计调查问卷和测试,从兴趣、自信、焦虑、移情、动机以及个人因素六大方面对两个班的学习情况进行调查。一学期后再用问卷和测试两个班进行检测,前后测试结果显示实验班的英语成绩有了显著的提升,而对照班的英语成绩没有太大的变化。前后问卷调查的结果同样显示,一学期后,实验班学生的英语学习情感状况比普通班好。根据实验结果,本论文对对相关的情感教学策略的施行及其问题学生英语学习中的情感进行了探究,并验证了施情感教学对于问题学生的英语学习是有所帮助的。同时说明了,除了前人提出的五大因素,问题学生的个人因素也是影响他们英语学习的重要情感因素。
本文采取定量性的研究,通过记录情感实施的过程和结果,设计问卷调查问题学生的变化,对比实验班和普通班的教学结果,并且对结果进行收集和讨论。本文旨在研究情感教学对于问题学生的英语学习的正面效果以及探讨有效的英语情感教学策略,以期对问题学生的英语教学有所裨益。

关键字:工读学校、问题学生、英语教学、情感、情感策略
 
Abstract
    With the rapid economic development of our country, various kinds of new thoughts and inventions swam into our world. However, for teenagers who are not mature enough to distinguish the right from the wrong, some negative information would seriously influence their outlook of world and value. Teenagers are relatively less involved into the complexing society and they are sensitive and vulnerable in essence. Therefore, teenagers are likely to accept the temptation of those unhealthy factors and become problem students.
    Problem students usually refer to those students who are reluctant to study and have troubles in their ideology and morality. Family issues, school problems and social temptations are the three most important factors that is responsible for the emergence of problem students. To deal with problem students, teachers have to adopt some special teaching methods and pay more attention to those problem students compared with normal students. Recent studies show that affect as an indispensible part in English language learning, can greatly enhance the study interests of students who study English as foreign language learners. Therefore, this paper mainly studies the positive effects of problem students’ English study by employing affective teaching methods. As is known to all, work-study school is a special kind of school aiming at changing and cultivating problem students. Work-study schools set out to investigate how problem students come into being and what methods they can adopt to give these problem students a better chance. Therefore, it is very necessary to initiate an affective study among problem students in work-study schools to explore effective teaching methods to enhance the study interests of problem students.
   This paper takes altogether 50 people from two classes in a work-study school as the sample of this research. Both classes are in the third year of middle school. The experimental class was taught with relative affective teaching methods. Teachers for the experimental class paid much attention to the students’ affective conditions in English learning process. However, to the controlled class, the same teacher still uses the same teaching methods. By designing questionnaires, recording English study conditions and testing of these problem students, the research explores the affective condition of problem students from the perspective of interest, self-esteem, anxiety, empathy, motivation and personal factors. The results of the test show that the students in experimental class improved a lot in both affective factors and learning achievement during a semester’s time. However, students in the controlled class remained almost unchanged in their English learning. Moreover, the results of the questionnaire suggest that the affective condition of problem students in experimental class also exceed those of the students in controlled class. This paper discusses the affects in problem students’ English learning and relative affective teaching methods. By doing so, this paper tries to prove the positive effects of affective teaching in problem students’ English learning. Besides, this paper also proves that personal factors should also be a significant affective factor that influences problem students’ English learning.
   This paper mainly adopts a quantitative research method and sets out to investigate effective affective teaching methods for the English learning of the problem students in work-study school. The data collected from tests and questionnaire is carefully analyzed and summarized hoping to provide some useful suggestions for future English education of problem students.

Key Words: Work-Study School, Problem Students, English Teaching, Affect, Affective Teaching Method
 
Contents   

摘要…………………………………………………………………………Ⅰ
Abstract…………………………………………………………………………Ⅳ
Introduction…………………………………………………………………………1
Chapter One Literature Review
1.1 An Introduction to Problem Students………………………………………6
1.1.1 Definition of Problem Students……………………………………………6
1.1.2 Previous Research on Problem Students at Home ………………………… 9
1.1.3 Previous Research on Problem Students Abroad…………………12
1.2 An Introduction to Affective Teaching……………………………………… 13
1.2.1 Relative Theory Concerning Affective Teaching ………………………13
  1.2.1.1 Affect Based on Humanistic Psychology……………………………14
  1.2.1.2 Affect Based on Constructivism …………………………………14
1.2.2  Previous Research on Affect Teachingat Home………………………15
1.2.3 Previous Research on Affect Teaching Abroad………………………16
Chapter Two The present situation of Affective State of Problem Students
2.1  Interests of Problem Students…………………..…………………………… 17
2.2  Motivation of Problem Students…………………………..………………… 18
2.3  Anxiety of Problem Students…………………………………………………19
2.4  Empathy of Problem Students……………………………………………… 19
2.5  Self-esteem of Problem Students…………………………………………… 20
Chapter Three Empirical Experience on Affect in Problem Students’ English Learning
3.1 Research Purpose and Significance……………………………………………22
3.2 Research Subjects……………………………………………………23
3.3 Research Instruments…………………………………………………24
3.3.1 Tests………………………………………………………………24
3.3.2 Questionnaires………………………………………………… 24
3.4 Research Procedure ………………………………………………… 25
Chapter Four Results and Discussion
4.1. Results and Discussion of Tests…………………………………………… 29
4.2 Results and Discussion of Questionnaires……………………………… 30
   4.2.1 General Discussion of Questionnaires ……………………30
   4.2.2 Specific Discussion Concerning Problem Students’ Learning Interest… 33
 4.2.3 Specific Discussion Concerning Problem Students’ Learning      Motivation……………………………………………………………35
 4.2.4 Specific Discussion Concerning Problem Students’ Self-esteem……36
 4.2.5 Specific Discussion Concerning Problem Students’ Personal Factors…37
 4.2.6 Specific Discussion Concerning Problem Students’ Empathy……38
4.3 Results and Discussion Gained from Answer-questions……………………… 40
Conclusion…………………………………………………………………………44
Bibliography………………………………………………………………………49
Appendixes……………………………………………………………………………53
Acknowledgements…………………………………………………………………75

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