合作学习对农村初中生英语课堂焦虑和成绩的影响

发布时间：2018-01-12 08:37

本文关键词：合作学习对农村初中生英语课堂焦虑和成绩的影响　出处：《贵州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：长期以来,怎样提高英语学习者的英语成绩这一问题一直备受社会和英语学科教师的关注。众所周知,英语学习的过程不仅会受到认知和文化因素的影响,同时也会受到情感因素的影响。一些学者注意到:在英语课堂中,当学生独立完成学习任务时,他们往往会感到焦虑。而焦虑被许多学者认为是影响学生英语成绩最重要的情感因素之一。因此研究者们对合作学习是否会降低语言学习者的课堂焦虑进行了相关研究,并一直在尝试探讨学习者的焦虑与成绩之间的关系。然而之前的研究对象多为高中生和大学生,关于农村初中生的英语课堂焦虑的相关研究却非常少见。本研究旨在探究小组合作学习这种教学策略对农村初中生英语课堂焦虑及英语成绩的影响。本研究以认知发展理论、建构主义理论和情感过滤假说为理论基础,在河南省一所普通农村中学进行了为期10周的实验研究。研究试图回答以下研究问题:(1)农村初中生的英语课堂焦虑是什么状况?(2)农村初中生的英语课堂焦虑是否和英语成绩有相关性?(3)合作学习的应用能否减轻农村初中生的英语焦虑程度?(4)合作学习的应用能否提高农村初中生的英语成绩?参加本次实验的受试为振华学校九7班和九4班的学生。这两个班2014年第一学期的期末考试成绩被收集起来作为前测成绩,通过独立样本t检验确定两个班的英语水平一致。经过随机分配,九7班被分为实验班,有42名学生;九4班被分为控制班,有40名学生。实验开始前,先在两个班进行了关于英语课堂焦虑的问卷调查。然后在实验班和控制班分别采用合作学习法和传统教学法进行英语教学。教学实验历时10周,10周后进行期中测试,期中考试的成绩作为后测成绩。另外,笔者用与前测问卷相同内容的问卷再次对两个班的学生进行英语焦虑状况的调查。所有收集到的定量数据采用SPSS19.0统计软件进行分析。本次研究发现:(1)受试学生中普遍存在英语课堂焦虑现象。受试学生的最低课堂焦虑指数为49,远高于理论最小值33。而且超过半数的学生处于高度焦虑状态。(2)受试学生的英语课堂焦虑与他们的英语成绩之间是一种显著负相关关系。即学生的焦虑指数越高,他们的成绩越低。(3)实验班在前测和后测中的焦虑平均分分别是106.86和99.67;控制班在前测和后测中的焦虑平均分分别是107.98和107.15。前测时两个班在焦虑水平上没有差异,但后测时两个班出现了显著差异。证明合作学习能够有效地降低学生的英语课堂焦虑。(4)实验班在前测和后测中的英语成绩平均分分别是57.05和60.90;控制班在前测和后测中的英语成绩平均分分别是56.45和58.00。前测和后测的结果表明,两个班在英语水平上的差异都没有达到显著性水平,说明合作学习与比传统教学法相比,并不能有效地提高学生的英语学习成绩。基于实验的主要研究结果,笔者呼吁英语教师要更加关注焦虑对英语学习的影响,并提出了一些有关缓解学生英语课堂焦虑的具体建议,以期对农村初中英语教学具有一定的借鉴意义和启发作用。
[Abstract]:For a long time, how to improve learners' English achievements this problem has always been the society and English teachers' attention. As everyone knows, the English learning process not only affects the cognitive and cultural factors, but also affected by affective factors. Some scholars have noticed: in English, when students learn independently. The task, they often feel anxiety. The anxiety is regarded by many scholars as one of the most important affective factors affecting students' English achievement. Therefore researchers on cooperative learning will reduce language learners' classroom anxiety are studied, and the relationship between the learners have been trying to study anxiety and achievement. However, before is the object of high school and college students, related research on rural junior high school students' English classroom anxiety are very rare. The purpose of this study is to explore the small For this combination of influence learning teaching strategies of English classroom anxiety and English achievement of rural junior high school students. In this study, cognitive development theory, constructivism theory and the affective filter hypothesis as the theoretical basis, experimental study lasted for 10 weeks in an ordinary rural middle school in Henan province. The study attempts to answer the following research questions: (1) the rural junior high school students' English classroom anxiety is what? (2) of rural junior high school students' English classroom anxiety and English achievement whether there is a correlation? (3) the application of cooperative learning can reduce the rural junior high school students' English Jiao Lvcheng? (4) the application of cooperative learning can improve rural junior high school students to participate in this English? The experimental subjects were nine 7 and nine class Zhenhua school class of 4 students. The final examination scores of the two classes for the first semester of 2014 were collected as pre-test, through independent sample t test to determine the two English level. After random allocation, nine class 7 were divided into the experimental class, with 42 students; nine 4 classes were divided into control group, there were 40 students. Before the start of the experiment, first conducted a survey on English classroom anxiety in two classes. Then in the experimental class and the control class were collected English teaching with cooperative learning method and traditional teaching method. The teaching experiment lasted 10 weeks and 10 weeks after the mid-term test, mid-term exam scores as the post test results. In addition, the author used a questionnaire survey with the same questionnaire again on the two class students' anxiety in English. All the collected quantitative data were analyzed by SPSS19.0 statistical software. This research shows that: (1) the subjects of English classroom anxiety phenomena are common in students. The lowest class anxiety index of subjects was 49, much higher than the theoretical minimum value of 33. and more than half of the students. In a state of high anxiety. (2) between the subjects' English classroom anxiety and their English achievement is a significant negative correlation between students' anxiety. The index is higher, their grades are low. (3) in the pre-test and post test anxiety in the experimental class the average score is 106.86 and 99.67 respectively.; in the pre-test and post test anxiety in the control class the average score was 107.98 and 107.15. two classes in the pretest anxiety level did not differ, but the post test two classes showed significant differences. Prove that cooperative learning can effectively reduce students' English classroom anxiety. (4) the experimental class in English in the pretest and the posttest average score is 57.05 and 60.90 respectively; the control class English scores in the pretest and the posttest average score is respectively 56.45 and 58.00. before and after the test results show that the difference in English level two classes are not significant, the cooperative learning Learning compared with traditional teaching method, and can improve the students' English learning achievement effectively. The main results based on the experimental study, the author calls for the English teachers should pay more attention to the effects of anxiety on English learning, and puts forward some relevant ease the students' English classroom anxiety specific suggestions, in order to have certain reference and inspiration the role of rural junior middle school English teaching.

【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】