农村高中留守学生英语自主学习策略水平调查研究

发布时间：2018-01-09 07:00

本文关键词：农村高中留守学生英语自主学习策略水平调查研究　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着我国经济发展和城市化进程加速,越来越多年轻劳动力到城市工作,父母因种种原因无法把子女带在身边一起生活和受教育。农村留守学生因此产生了。留守学生是指父母中至少有一方在其他城市生活,把孩子留在农村家里,交由长辈或亲戚等他人监护。留守学生缺少完善家庭环境里的关怀和教育。在自主学习英语道路上,他们将面临更多的挑战,遇到更多的问题。教育部制订的《普通高中英语课程标准》(实验版),把发展自主学习与形成有效的英语学习策略作为高中阶段英语课程的总目标内容。它要求高中学生要基本形成适合自己的自主学习策略。有效运用自主学习策略有助于学生自主学习能力的提高,英语学习效率的提高。还有利于学生的终身学习和个人发展。然而,父母的关怀和教育上引导的缺失,他们也不可能指导孩子学习方法及学习自主性。因此,农村留守学生的自主学习策略水平值得关注和研究。笔者对莆田市一所普通农村高中学校---莆田二十七中进行了实地调查。调查主要内容是:1.该校高中留守学生的英语自主学习策略水平的总体情况如何?2.留守学生的自主学习策略水平与英语成绩的相关性如何?3.高、中、低水平留守学生在英语自主学习策略水平上有何差异?本次调查结合问卷与访谈形式,使用SPSS对调查结果进行了统计分析,结果如下:第一,该校高中留守学生的英语自主学习策略水平整体偏低。第二,留守学生的英语成绩与自主学习策略水平呈显著性相关。第三,高、中、低水平留守学生在英语自主学习策略水平上差异比较显著。根据本次调查的结果,可以得出以下结论:1.莆田二十七中高中留守学生的英语自主学习策略水平整体偏低,同《普通高中英语课程标准》的要求还有相当大的差距。说明莆田二十七中高中留守学生使用英语自主学习策略频率较低,他们不擅长使用英语自主学习策略。2.留守学生的英语成绩与自主学习策略水平呈显著相关。说明发展学生的自主学习策略有利于英语成绩的提高。3.高分组、中分组和低分组留守学生在自主学习策略上比较差异显著。说明成绩越好的学生,越经常使用自主学习策略。根据本次调查的结果和结论,笔者提出自己的建议,归纳为“合力监护、相伴成长;精准帮扶、策略培养;学会学习、策略利用”
[Abstract]:With the acceleration of economic development and urbanization in China, more and more young workers are working in cities. Parents are unable to bring their children with them to live and receive education for various reasons. Rural left-behind students are born because of this. Left-behind students refer to at least one of the parents living in other cities and leaving their children at home in rural areas. Left behind students lack care and education in their home environment. They will face more challenges on the road to autonomous learning of English. Encountered more problems. The Ministry of Education developed the "General Senior High School English Curriculum Standards" (experimental version). It takes the development of autonomous learning and the formation of effective English learning strategies as the overall objective of the English curriculum in senior high school. It requires high school students to basically form autonomous learning strategies suitable for their own, and effectively apply autonomous learning strategies. It is helpful to improve students' autonomous learning ability. The improvement of English learning efficiency is also beneficial to students' lifelong learning and personal development. However, it is impossible for them to guide their children's learning methods and learning autonomy because of their parents' concern and lack of guidance in education. The level of autonomous learning strategy of left-behind students in rural areas is worthy of attention and research. The author has carried out a field investigation of -Putian 27, an ordinary rural high school in Putian. The main contents of the investigation are as follows:. 1. What is the overall situation of the English autonomous learning strategies of the left-behind students in senior high school? 2. What is the correlation between students' autonomous learning strategies and their English achievement? 3. What are the differences in English autonomous learning strategies among high, middle and low level left-behind students? The results are as follows: first, the level of English autonomous learning strategies of the left-behind students in senior high school is on the low side. The scores of Left-behind students are significantly correlated with the level of autonomous learning strategies. Thirdly, there are significant differences in the level of English autonomous learning strategies between high, middle and low level left-behind students. According to the results of this survey. The following conclusions can be drawn: 1. The English autonomous learning strategies of Putian 27 middle school students are on the low side. There is still a big gap with the requirements of the English Curriculum Standard of Senior High School. It shows that the left-behind students in Putian 27 High School use English autonomous learning strategies less frequently. They are not good at using English autonomous learning strategies .2.There is a significant correlation between students' English achievement and their autonomous learning strategies, which indicates that the development of students' autonomous learning strategies is beneficial to the improvement of their English scores. Group. There are significant differences in autonomous learning strategies between middle and low grouping students. It shows that the better the students are, the more often they use autonomous learning strategies. According to the results and conclusions of this survey. The author puts forward his own suggestion, which can be summed up as "joint force monitoring, accompanying growth;" Precision support, strategy training; Learn to learn, use strategies. "
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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