初中生英语自主学习策略应用调查研究
发布时间：2018-08-03 10:10
【摘要】：本文旨在采用定量和定性相结合的研究方法,研究当代初中生英语自主学习策略的应用现状以及策略运用的特点,并探讨自主学习策略与学生自主学习能力的关系,同时发现目前中学英语自主学习中存在的一些问题并提出相应的对策。本文首先对相关概念进行了界定,阐述了初中生英语自主学习以及学习策略的相关理论,并对国内外相关研究现状进行了回顾、梳理和总结,分析了当前研究存在的不足,这主要体现在对初中生英语学习策略的研究多侧重于证明其对学生英语成绩和自主学习能力的提高,而对自主学习策略应用的特点进行具体分析的较少;侧重于从教师的角度研究自主学习策略的教学而忽视了学生主体的应用等。针对前期研究中存在的不足,本文通过调查问卷及访谈对曲阜市某中学230名初中生进行了调查,通过对问卷不同维度的检验,总体的信效度非常理想。调查共发放问卷230份,全部收回,其中有效问卷为202份。同时笔者在参与调查的学生中抽取了3名具有代表性的学生进行了访谈,这3名学生的英语成绩水平分别为高、中、低。访谈的内容主要围绕学生自主学习策略应用特点及学习策略与自主学习能力的关系,具体涉及认知策略、调控策略、交际策略和资源策略。调查问卷分析表明,目前初中生英语自主学习主要存在以下问题:第一,学生对学习策略的应用频率整体较低,应用学习策略的意识有待提高。第二,学生运用的优先策略依次为:调控策略认知策略资源策略交际策略,这表明初中生往往只局限于常见的识记、背诵、做笔记等策略,对于资源策略和交际策略的运用更是少之又少。同时通过对学生的访谈可以得出,多数学生对教师和家长的依赖性较高,缺乏自主意识和自控能力;在学习策略的使用方面,存在着认识不到位、自觉运用意识薄弱、能力普遍较差等问题;学生害怕出错的心理机制阻碍了学习策略的运用。并且学习策略的应用在一定程度上影响了学生自主学习能力,自主学习能力较好的学生对学习策略的运用也较好。根据研究结果,笔者也为教师提供了一些建议:第一,教师要引导学生逐步树立运用学习策略提高学习效率的意识,建立一个由教师领导学生自己负责的自制自律学习小组,鼓励学生自己运用各种策略解决问题;第二,教师要加强和家长的合作,有计划地、因材施教地克服初中生对教师和家长的依赖,引导学生制定学习策略运用计划,逐步帮助学生建立立自主学习意识,提高自控能力;第三,系统规划初中英语教学内容,充分应用多媒体资源,培养学生学习英语的兴趣;多和学生交流,鼓励他们多说多练,驱除害怕出错的心理机制。在提高学生自主学习能力方面,教师首先要注重自身的教授和引导;其次在教学中要注意对学生进行学习策略训练,加强学生对学习策略的应用。本研究在研究问题、研究内容都在以往研究的基础上有所创新,一定程度上丰富了初中生英语自主学习策略的研究内容和范围,为中学英语教学提供了一些启示。同时本研究也有一定局限性。如调查问卷发放的数量较少;在访谈中,学生的作答因其爱面子和维护自尊心的心理会有主观情绪化倾向,这可能会影响笔者对研究结果的判断。为了使研究结果更完整全面,还需要使用大样本做进一步的研究论证。
[Abstract]:The purpose of this paper is to study the current situation of the application and the characteristics of the strategy application of English Autonomous Learning Strategies in contemporary junior middle school students, and to explore the relationship between the autonomous learning strategies and the students' autonomous learning ability. At the same time, we find some problems and put forward some corresponding problems in the autonomous learning of English in middle school. This paper first defines relevant concepts, expounds the relevant theories of English autonomous learning and learning strategies for junior high school students, reviews the current status of relevant research at home and abroad, combs and summarizes the shortcomings of the current research, which is mainly reflected in the study of English learning strategies in the primary and middle schools. In order to improve the students' English performance and self-learning ability, there is little specific analysis of the characteristics of the application of autonomous learning strategies. It emphasizes the study of the teaching of autonomous learning strategies from the perspective of teachers and neglects the application of the students' main body. 230 junior high school students in a middle school were investigated. Through the examination of different dimensions of the questionnaire, the overall reliability and validity of the questionnaire was ideal. 230 questionnaires were issued and all were recovered, of which 202 were valid. At the same time, 3 representative students were interviewed among the students who participated in the survey, and the English scores of the 3 students were obtained. The content of the interview is high, middle and low. The contents of the interview mainly focus on the application characteristics of the students' autonomous learning strategies and the relationship between the learning strategies and the autonomous learning ability, and specifically related to the cognitive strategies, the control strategies, the communication strategies and the resource strategies. The frequency of the application of learning strategies is low as a whole, and the awareness of applied learning strategies needs to be improved. Second, the priority strategies of the students are as follows: control strategy cognitive strategy resource strategy communication strategy, which indicates that junior high school students are often limited to common memorizing, reciting, writing and writing strategies, and the use of resource strategies and communication strategies. At the same time, through interviews with students, it can be concluded that most students have higher dependence on teachers and parents, lack of self-awareness and self-control. In the use of learning strategies, there are problems of poor understanding, weak consciousness and poor ability, and the psychological mechanism of students' fear of error has hindered learning. The application of strategy has influenced the students' self-learning ability to some extent. The students with better self-learning ability also have better use of learning strategies. According to the results of the study, the author also provides some suggestions for the teachers. First, teachers should guide students to gradually build up their learning strategies to improve their learning efficiency. Consciousness, establish a self-discipline self-regulated learning group responsible for the teacher to lead the students themselves, encourage students to use various strategies to solve problems. Second, teachers should strengthen their cooperation with parents, plan, overcome the dependence of junior high school students on teachers and parents in accordance with their aptitude, guide students to develop learning strategy application plans, and gradually help them. Students should establish self-regulated learning consciousness and improve self-control ability. Third, systematic planning of English teaching content in junior middle school, fully applying multimedia resources, cultivating students' interest in learning English, exchanging more with students, encouraging them to practice more and dispelling the psychological mechanism of fear of mistakes. In the course of teaching, we should pay attention to the training of students' learning strategies and strengthen the students' application of learning strategies. This research is on the basis of previous research and enriches the research content and scope of junior middle school students' English self main learning strategies to a certain extent. There are some limitations in the teaching of language. At the same time, there are some limitations in this study. For example, the number of questionnaires is less. In interviews, the students' response to their love of face and self-esteem will be subjective and emotional, which may affect the author's judgment on the results of the study. In order to make the results more complete and comprehensive, it is also necessary to make the research results more complete and comprehensive. Use large samples for further research and demonstration.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
[Abstract]:The purpose of this paper is to study the current situation of the application and the characteristics of the strategy application of English Autonomous Learning Strategies in contemporary junior middle school students, and to explore the relationship between the autonomous learning strategies and the students' autonomous learning ability. At the same time, we find some problems and put forward some corresponding problems in the autonomous learning of English in middle school. This paper first defines relevant concepts, expounds the relevant theories of English autonomous learning and learning strategies for junior high school students, reviews the current status of relevant research at home and abroad, combs and summarizes the shortcomings of the current research, which is mainly reflected in the study of English learning strategies in the primary and middle schools. In order to improve the students' English performance and self-learning ability, there is little specific analysis of the characteristics of the application of autonomous learning strategies. It emphasizes the study of the teaching of autonomous learning strategies from the perspective of teachers and neglects the application of the students' main body. 230 junior high school students in a middle school were investigated. Through the examination of different dimensions of the questionnaire, the overall reliability and validity of the questionnaire was ideal. 230 questionnaires were issued and all were recovered, of which 202 were valid. At the same time, 3 representative students were interviewed among the students who participated in the survey, and the English scores of the 3 students were obtained. The content of the interview is high, middle and low. The contents of the interview mainly focus on the application characteristics of the students' autonomous learning strategies and the relationship between the learning strategies and the autonomous learning ability, and specifically related to the cognitive strategies, the control strategies, the communication strategies and the resource strategies. The frequency of the application of learning strategies is low as a whole, and the awareness of applied learning strategies needs to be improved. Second, the priority strategies of the students are as follows: control strategy cognitive strategy resource strategy communication strategy, which indicates that junior high school students are often limited to common memorizing, reciting, writing and writing strategies, and the use of resource strategies and communication strategies. At the same time, through interviews with students, it can be concluded that most students have higher dependence on teachers and parents, lack of self-awareness and self-control. In the use of learning strategies, there are problems of poor understanding, weak consciousness and poor ability, and the psychological mechanism of students' fear of error has hindered learning. The application of strategy has influenced the students' self-learning ability to some extent. The students with better self-learning ability also have better use of learning strategies. According to the results of the study, the author also provides some suggestions for the teachers. First, teachers should guide students to gradually build up their learning strategies to improve their learning efficiency. Consciousness, establish a self-discipline self-regulated learning group responsible for the teacher to lead the students themselves, encourage students to use various strategies to solve problems. Second, teachers should strengthen their cooperation with parents, plan, overcome the dependence of junior high school students on teachers and parents in accordance with their aptitude, guide students to develop learning strategy application plans, and gradually help them. Students should establish self-regulated learning consciousness and improve self-control ability. Third, systematic planning of English teaching content in junior middle school, fully applying multimedia resources, cultivating students' interest in learning English, exchanging more with students, encouraging them to practice more and dispelling the psychological mechanism of fear of mistakes. In the course of teaching, we should pay attention to the training of students' learning strategies and strengthen the students' application of learning strategies. This research is on the basis of previous research and enriches the research content and scope of junior middle school students' English self main learning strategies to a certain extent. There are some limitations in the teaching of language. At the same time, there are some limitations in this study. For example, the number of questionnaires is less. In interviews, the students' response to their love of face and self-esteem will be subjective and emotional, which may affect the author's judgment on the results of the study. In order to make the results more complete and comprehensive, it is also necessary to make the research results more complete and comprehensive. Use large samples for further research and demonstration.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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