初中英语学困生的形成原因及对策探究

发布时间：2018-06-21 15:42

本文选题：初中英语学困生 + 成因　；参考：《辽宁师范大学》2015年硕士论文

【摘要】：众所周知,近几年来,英语学困生成为目前初中教学中普遍存在的现象,这已成为广大英语教师和学生家长非常头痛的问题。学生们由于各种不同的原因,在学习英语的过程中存在很多问题。比如,一些学生缺乏学习兴趣和动机,基础知识薄弱,不能掌握有效的学习策略,因而导致学习效率低,成为英语学困生,制约着教学质量的提高。再加上一些学校和老师拼命追求升学率,家长不重视家庭教育,忽视了对学困生的教育。这些问题都将严重影响素质教育的实施。笔者就想通过对中学英语学困生的成因调查分析,提出转化中学英语学困生的策略,以指导学校今后的英语教学工作。本文研究的对象是作者所任教的吉林省白山市第四中学的英语学困生。研究中笔者以国内外对学困生的研究为基础,以建构主义理论和多元智能理论为依据,结合我国初中英语教学特点和现状,以及新课标的要求,采用文献法和问卷调查法,通过对学生、教师和家长的问卷调查,分析出英语学困生产生的原因。一方面,就外部因素看,可能是由于学校、家庭、社会三者综合教育失误造成的。另一方面,从学生个人的角度看,学困生常常不愿学、不能学、不会学,这些个体因素可以归纳为学习动机、认知能力和方法策略三大类。然后通过统计分析,针对英语学困生的成因研究出转化这一部分学生的策略。首先就要坚持全面培养学困生的信心,改变教师传统的教学方式。其次要注重激发学困生的学习动机。最后还要赢得家长的支持和配合,使学困生尽快养成良好的学习习惯,提高学习成绩。本文共分为五个部分。第一章介绍了初中英语学困生的研究背景及其研究意义;第二章概况说明了本文的理论框架及有关学困生方面的国内外研究;第三章对于初中英语学困成的成因进行了数据收集与分析;第四章提出了转化初中英语学困生的相关策略;最后一章是全文的总结。
[Abstract]:As we all know, in recent years, English learning difficulties have become a common phenomenon in junior middle school teaching, which has become a headache for English teachers and parents. There are many problems in learning English for different reasons. For example, some students lack interest and motivation, basic knowledge is weak, and they can not master effective learning strategies, which leads to low learning efficiency and becomes a student with learning difficulties, which restricts the improvement of teaching quality. In addition, some schools and teachers desperately pursue the transition rate, parents do not attach importance to family education, ignoring the education of students with learning difficulties. These problems will seriously affect the implementation of quality education. Through the investigation and analysis of the causes of the students with English learning difficulties in middle schools, the author puts forward some strategies to transform the students with English learning difficulties in middle schools to guide the English teaching work in the future. The object of this study is the English learning difficulties of the fourth Middle School in Baishan City, Jilin Province, where the author teaches. On the basis of the research on students with learning difficulties at home and abroad, on the basis of constructivism theory and multiple intelligences theory, combined with the characteristics and present situation of English teaching in junior middle schools in China, and the requirements of the new curriculum standard, the author adopts the method of literature and questionnaire. This paper analyzes the causes of English learning difficulties through a questionnaire survey among students, teachers and parents. On the one hand, the external factors may be due to the school, family, society three comprehensive education errors. On the other hand, students with learning difficulties often do not want to learn, can not learn, these individual factors can be divided into three categories: learning motivation, cognitive ability and methodological strategies. Then, through the statistical analysis, the paper studies the strategies of transforming this part of students in the light of the causes of the students with English learning difficulties. First of all, we must persist in cultivating the confidence of students with learning difficulties and change the traditional teaching methods of teachers. Secondly, attention should be paid to stimulating the learning motivation of students with learning difficulties. Finally, it is necessary to win the support and cooperation of parents so that students with learning difficulties can develop good study habits and improve their academic achievement as soon as possible. This paper is divided into five parts. The first chapter introduces the background and significance of the study of the students with English learning difficulties in junior high school, the second chapter gives an overview of the theoretical framework of this paper and the domestic and foreign research on the students with learning difficulties. The third chapter analyzes the causes of junior high school English learning difficulties; the fourth chapter puts forward the relevant strategies to transform junior middle school English learning difficulties; the last chapter is a summary of the full text.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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