中职生英语学习兴趣的个案研究
发布时间：2018-08-27 07:40
【摘要】：笔者在29年的英语教学工作中,经历了十七年的普高英语教学和十二年的中职英语教学,期间深刻体会到了中职生与普高生在学习上存在的巨大差异：高中生是初中选拔出来的优等生,英语基础扎实,学习轻松,信心十足,能积极参与课堂教学活动,自主学习能力强,遇到问题会独立思考,善于寻找解决问题的方法；而中职生英语基础薄弱,课上睡觉、玩手机,课下抄袭作业现象严重；缺乏学习兴趣,学习习惯欠佳,厌学现象普遍存在。因此,激发中职生学习兴趣是当前中等职业学校教学改革的紧迫任务,也是本文的主要研究问题。人本主义心理学强调顺应学生的兴趣、需要、经验以及个别差异,使学生体验学习的乐趣；建构主义心理学主张把信息技术作为学习工具,最大限度地丰富学习资源和体验,提高教学效果。本研究以人本主义心理学和建构主义心理学为理论基础,运用文献研究法、问卷调查法及访谈法等方法,研究了激发中职生英语学习兴趣的教育教学策略。本研究为个案研究,样本学校为福建某中职校,实验对象为2012级非英语专业187名中职生。笔者对研究样本进行了第一次问卷调查,从调查结果来看,大多数中职生存在以下现象：学习英语信心不足；学习英语的态度不够积极；学习英语不够努力；英语成绩不够理想；上课注意力不够集中；只能看懂几个句子或者看懂几个单词；上课不主动回答问题；做作业存在抄答案现象；学英语的时间,包括上课在内每天不超过一个半小时；要么没有参加中考要么中考成绩不及格。依据调查结果,从学生、教师、学校环境、社会环境、家庭环境和师生关系等六方面剖析了中职生学习困境的成因,拟定了可能唤起中职生英语学习兴趣的教育教学策略,并加以实施。在此基础上,进行了第二次问卷调查,并对32名研究对象、9名中职英语教师和5名汽车专业教师进行了访谈,检验了研究样本对教育教学策略的认同度,进一步验证了激发中职生英语学习兴趣的六种教育教学策略：一、以乐学为指导思想,促使中职生快乐学习；二、多模态模式为中职生营造乐学的教学氛围；三、加强师生有效沟通,建立融洽的师生关系；四、结合专业和未来就业,将教学活动生活化；五、适当开展比赛竞争,灵活地运用游戏活动；六、依据实情,科学合理评价,注重学法指导。问卷调查和访谈结果均显示,以上六种教育教学策略能够有效激发中职生的英语学习兴趣。
[Abstract]:In 29 years of English teaching, the author has experienced 17 years of English teaching in general high school and 12 years of English teaching in secondary vocational schools. During this period, I deeply realized the great difference in learning between secondary vocational students and high school students: high school students are the top students selected from junior high school. They have a solid foundation of English, are relaxed in learning, have full confidence, and can actively participate in classroom teaching activities. Having strong autonomous learning ability, they will think independently and be good at finding ways to solve the problem. The students in secondary vocational school are weak in English foundation, sleep in class, play mobile phones, copy homework after class, lack interest in learning, and have poor study habits. The phenomenon of weariness of learning is widespread. Therefore, it is the urgent task of teaching reform in secondary vocational schools to stimulate the students' interest in learning, and it is also the main research problem in this paper. Humanistic psychology emphasizes adapting to students' interests, needs, experiences and individual differences, so that students can experience the fun of learning, while constructivist psychology advocates using information technology as a learning tool to maximize learning resources and experience. Improve the teaching effect. Based on the theories of humanistic psychology and constructivism psychology, this study studies the educational and teaching strategies to stimulate the students' interest in English learning by using the methods of literature research, questionnaire investigation and interview. This study is a case study. The sample school is a secondary vocational school in Fujian province. The subjects of this study are 187 non-English majors in Grade 2012. The author conducted the first questionnaire survey on the study sample. From the results of the survey, the majority of secondary vocational schools exist in the following phenomena: lack of confidence in learning English, lack of positive attitude towards learning English, insufficient efforts in learning English; English is not good enough; attention is not focused enough in class; only a few sentences or words can be read; questions are not answered actively in class; the problem of copying answers exists in homework; the time to learn English, Not more than one and a half hours a day including classes; either failed or failed. Based on the investigation results, this paper analyzes the causes of secondary vocational students' learning difficulties from the six aspects of students, teachers, school environment, social environment, family environment and teacher-student relationship, and formulates educational and teaching strategies that may arouse the students' interest in English learning. And put it into practice. On this basis, a second questionnaire survey was conducted, and 32 subjects, 9 secondary vocational English teachers and 5 automotive teachers, were interviewed to test the degree of acceptance of the study sample to the teaching and learning strategies. It further verifies six teaching strategies to stimulate the students' interest in English learning: first, using music learning as the guiding ideology to promote the students' happy learning; second, creating a teaching atmosphere of music learning for vocational school students by multi-modal mode; third, Strengthen effective communication between teachers and students and establish a harmonious teacher-student relationship; fourth, integrate professional and future employment to adapt teaching activities to life; fifthly, properly carry out competition and use games flexibly; sixthly, scientifically and reasonably evaluate according to the actual situation, Pay attention to the guidance of learning methods. The results of questionnaires and interviews show that the above six teaching strategies can effectively stimulate the students' interest in English learning.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2206578
[Abstract]:In 29 years of English teaching, the author has experienced 17 years of English teaching in general high school and 12 years of English teaching in secondary vocational schools. During this period, I deeply realized the great difference in learning between secondary vocational students and high school students: high school students are the top students selected from junior high school. They have a solid foundation of English, are relaxed in learning, have full confidence, and can actively participate in classroom teaching activities. Having strong autonomous learning ability, they will think independently and be good at finding ways to solve the problem. The students in secondary vocational school are weak in English foundation, sleep in class, play mobile phones, copy homework after class, lack interest in learning, and have poor study habits. The phenomenon of weariness of learning is widespread. Therefore, it is the urgent task of teaching reform in secondary vocational schools to stimulate the students' interest in learning, and it is also the main research problem in this paper. Humanistic psychology emphasizes adapting to students' interests, needs, experiences and individual differences, so that students can experience the fun of learning, while constructivist psychology advocates using information technology as a learning tool to maximize learning resources and experience. Improve the teaching effect. Based on the theories of humanistic psychology and constructivism psychology, this study studies the educational and teaching strategies to stimulate the students' interest in English learning by using the methods of literature research, questionnaire investigation and interview. This study is a case study. The sample school is a secondary vocational school in Fujian province. The subjects of this study are 187 non-English majors in Grade 2012. The author conducted the first questionnaire survey on the study sample. From the results of the survey, the majority of secondary vocational schools exist in the following phenomena: lack of confidence in learning English, lack of positive attitude towards learning English, insufficient efforts in learning English; English is not good enough; attention is not focused enough in class; only a few sentences or words can be read; questions are not answered actively in class; the problem of copying answers exists in homework; the time to learn English, Not more than one and a half hours a day including classes; either failed or failed. Based on the investigation results, this paper analyzes the causes of secondary vocational students' learning difficulties from the six aspects of students, teachers, school environment, social environment, family environment and teacher-student relationship, and formulates educational and teaching strategies that may arouse the students' interest in English learning. And put it into practice. On this basis, a second questionnaire survey was conducted, and 32 subjects, 9 secondary vocational English teachers and 5 automotive teachers, were interviewed to test the degree of acceptance of the study sample to the teaching and learning strategies. It further verifies six teaching strategies to stimulate the students' interest in English learning: first, using music learning as the guiding ideology to promote the students' happy learning; second, creating a teaching atmosphere of music learning for vocational school students by multi-modal mode; third, Strengthen effective communication between teachers and students and establish a harmonious teacher-student relationship; fourth, integrate professional and future employment to adapt teaching activities to life; fifthly, properly carry out competition and use games flexibly; sixthly, scientifically and reasonably evaluate according to the actual situation, Pay attention to the guidance of learning methods. The results of questionnaires and interviews show that the above six teaching strategies can effectively stimulate the students' interest in English learning.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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