高中生人格类型与英语阅读成绩的相关性研究

发布时间：2018-11-05 14:06

【摘要】：英语阅读在高中英语教学中占据重要地位,然而,教师在进行阅读教学时常常忽略学生的个体差异。新课标要求教师的教学要以面向全体学生,关注学生的个体差异和不同学习特点为基本理念。因此,在高中英语阅读教学中,教师也应考虑学生的个体差异与阅读学习的相关性。Curry通过研究发现人格类型从根本上控制着个体的学习行为。可见,了解不同学生的人格类型有助于教师更好的预测学生的阅读学习行为,并在此基础上更好的帮助不同人格类型的学生提高阅读成绩。本研究以MBTI人格类型理论为基础,以福州屏东中学高一年级333名学生作为被试,并分别收集了这333名被试的三次英语阅读成绩,试图考察基于MBTI人格类型理论的高中生人格类型与阅读成绩的关系。本研究主要通过考察基于MBTI人格类型理论的16种人格类型学生的阅读成绩是否存在显著性差异,以及四个维度上两个对立倾向学生的阅读成绩是否存在显著性差异这两个方面,验证学生的人格类型与阅读成绩的关系。笔者利用Spss统计软件对333名被试的人格类型分布情况及被试的人格类型与阅读成绩的相关性进行统计分析,研究发现:1.高中生的人格类型分布不平均,外倾直觉情感感知型(ENFP)、内倾直觉情感感知型(INFP)、外倾感觉情感感知型(ESFP)人格类型的学生所占比例较大,分别占总人数的16.8%,13.5%,13.5%,共占总人数的43.8%。内倾感觉思考判断型(ISTJ)、内倾感觉思考感知型(ISTP)、外倾直觉思考判断型(ENTJ)人格类型的学生所占比例较小,分别占总人数的1.5%,1.8%,2.4%,共占总人数的5.7%。在四个维度上,外倾(E)、直觉(N)、情感(F)、感知(P)倾向的学生较多,分别占总人数的59.2%,59.5%,64.9%,68.8%。内倾(I)、感觉(S)、思考(T)、判断(J)倾向的学生较少,分别占总人数的40.8%,40.5%,35.1%,31.2%。2.共有六组人格类型学生的阅读成绩存在显著性差异,分别为ENTJESFP,ENTJENFJ,ENTJENFP,ISFJESFP,ISFJENFJ,ISFJENFP。即,外倾直觉思考判断型(ENTJ)与内倾感觉情感判断型(ISFJ)人格类型学生的阅读成绩显著高于外倾感觉情感感知型(ESFP),外倾直觉情感判断型(ENFJ),外倾直觉情感感知型(ENFP)人格类型学生的阅读成绩。3.在外倾-内倾(E-I),感觉-直觉(S-N),思考-情感(T-F),判断-感知(J-P)四个维度中,没有一个维度中的两个倾向学生的阅读成绩存在显著性差异。基于上述分析结果,笔者结合阅读成绩显著较低的ESFP,ENFJ,ENFP人格类型学生的学习特点,及不同维度上两个对立倾向学生的学习特点进行原因分析,探讨学生人格类型特征与阅读成绩的关系,并对教师的阅读教学提出了一些建议。本研究旨在通过考察高中生的人格类型与阅读成绩的关系,为个性化教育提供一些理论依据和实践指导,并为教师阅读教学提供启示。
[Abstract]:English reading plays an important role in high school English teaching, however, teachers often ignore individual differences in reading teaching. The new curriculum standard requires teachers to face all students, pay attention to the individual differences and different learning characteristics of students as the basic concept. Therefore, in high school English reading teaching, teachers should also consider the correlation between students' individual differences and reading learning. Curry found that personality types fundamentally control individual learning behavior. It can be seen that understanding different students' personality types can help teachers better predict students' reading behavior and on this basis help students with different personality types to improve their reading performance. Based on MBTI's personality type theory, the present study included three English reading scores of 333students in grade one of Pingtung Middle School in Fuzhou. This paper attempts to investigate the relationship between high school students' personality types and reading scores based on MBTI's personality type theory. This study investigates whether there are significant differences in the reading scores of 16 personality types based on MBTI's personality type theory, and whether there are significant differences in the reading scores of the students with two opposing tendencies in the four dimensions. To verify the relationship between students' personality types and reading scores. The author uses Spss software to analyze the distribution of personality types and the correlation between personality types and reading scores of 333 subjects. The results are as follows: 1. The distribution of personality types of high school students was uneven, and the proportion of students with extraversion intuitionistic affective perception type (ENFP), introverted intuitionistic affective perception type (INFP), extraversion feeling perceptive type (ESFP) personality type was larger. Account for 16.8% of the total number of people, accounted for 43.8% of the total number of people. Introverted sensory thinking judgment (ISTJ), introverted sensory thinking perceived (ISTP), extraverted intuitionistic thinking perceived (ENTJ) personality type students accounted for a small proportion of the total number of 1.5% 1.8% and 2.4% respectively. A total of 5. 7% of the total number. In four dimensions, the students with extraverted (E), intuitionistic (N), affective (F), were more likely to perceive (P) tendency, accounting for 59.2% of the total number of students, and 59.559% and 68.9% of the total number of students, respectively. Introverted (I), felt that (S), thought less of (T), to judge the tendency of (J), accounting for 40.8% of the total number, and 40.5%, 35.1and 31.2.2. There were significant differences in reading scores among the six groups of students with personality types (ENTJESFP,ENTJENFJ,ENTJENFP,ISFJESFP,ISFJENFJ,ISFJENFP.). That is to say, the reading scores of the personality types of introverted intuitionistic (ENTJ) and introverted sense-judging (ISFJ) were significantly higher than those of extroverted (ESFP), and introverted (ESFP),. Reading scores of extraverted intuitionistic (ENFP) personality type students. 3. 3. In the four dimensions of extroversion-introversion (E-I), sensation-intuition (S-N), thinking-emotion (T-F) and judgment-perception (J-P), there were no significant differences in reading scores between the two inclined students in one dimension. Based on the above results, the author analyzes the learning characteristics of the students with significantly lower reading scores of ESFP,ENFJ,ENFP personality types and the learning characteristics of the students with two opposing tendencies in different dimensions. This paper probes into the relationship between students' personality type and reading achievement, and puts forward some suggestions for teachers' reading teaching. The purpose of this study is to provide some theoretical basis and practical guidance for individualized education by investigating the relationship between personality type and reading achievement of senior high school students, and to provide enlightenment for teachers' reading teaching.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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