高三学生课外英语学习调查研究

发布时间：2018-02-26 09:31

本文关键词： 高三学生英语课外学习自主学习能力培养　出处：《广西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：学生进入高三以后,对自己的英语基础基本清楚,了解自己的长项和短项,同时已经具备课外自学的意识和能力。因此,他们更会注重在课外学习中补足“短板”,提高自己。近年来,不少学者对学生英语课外学习做了探究,指出课堂教学应该科学地延伸到课堂外,与课外学习形成一个有机的整体。受已有的相关研究的启发,本研究以广西两所高中高三学生为研究对象,采用定量、定性相结合的方法,通过问卷调查和访谈的形式,对他们的英语课外学习情况进行调查研究,主要目的有三个：(1)客观调查高三学生英语课外学习的基本状况,了解他们是如何进行课外英语学习；(2)分析他们在英语课外学习中遇到的主要问题和困惑,弄清影响学生课外英语学习的因素有哪些。(3)依据学生遇到的实际问题和困惑,提出相应的建议。研究结果表明：(1)高三学生普遍能够制定自己的英语课外学习目标和计划,具备一定的课外自主学习能力；(2)在英语课外学习中,学生喜欢采用合作学习形式。(3)学生在英语课外学习中遇到主要问题是自主掌握、自由支配的时间少;(4)高中英语教师不太注重培养学生的课外学习策略。此外,访谈结果显示：高三学生英语课外学习的主要目的是希望能在高考中取得优异的成绩,因此,学习的内容与方式大多与高考有关,这同时也反映出高三学生更应该结合高考开展英语课外学习。依据调查结果及学生的意见,本文以克拉申的学习理论与建构主义理论为依据,从教师、学生和学校三个维度角提出针对性建议。一是教师通过课堂教学,有目的地培养学生课外英语学习策略;对学生的课外学习给予及时有效的指导,进一步帮助学生增强自我效能感。这符合克拉申的输入学习理论,即给学生提供更多可理解性输入来帮助学生进行英语学习。二是学生要学会如何依据自己的学习需要,科学制订课外学习计划,合理支配时间,进而养成及时评估学习的习惯,提高学习效率,这符合建构主义学习理论,即学习应由学生自己主动建构的观点。三是学校要结合自身情况为学生提供更多、更有效的课外学习资源,同时要给学生留有更多可灵活自由支配的课外学习时间,这是克拉申学习理论和建构主义学习理论的结合,学校给学生提供更多的第二语言输入性材料,然后学生再主动构建自己的学习。
[Abstract]:After entering Senior three, the students have a basic understanding of their English, understand their own strengths and weaknesses, and already have the awareness and ability to teach themselves after class. In recent years, many scholars have made inquiries into students' extra-curricular learning and pointed out that classroom teaching should be scientifically extended beyond the classroom. Inspired by existing relevant studies, this study takes two senior high school students in Guangxi as the research object, adopts the method of quantitative and qualitative combination, through the form of questionnaire investigation and interview. The main purpose of this study is to investigate the basic situation of English extracurricular learning among senior high school students. Find out how they learn English out of class. (2) analyze the main problems and puzzles they encounter in their extracurricular English learning, and find out the factors that affect students' extracurricular English learning. (3) according to the practical problems and puzzles encountered by students, The result of the study shows that Senior 3 students are generally able to formulate their English extracurricular learning goals and plans, and have the ability to learn independently after class. Students like to adopt cooperative learning form. 3) the main problems encountered by students in English extracurricular learning are self-control and free time. 4) English teachers in senior high school do not pay much attention to training students' extracurricular learning strategies. In addition, The results of the interview show that the main purpose of the English extracurricular learning of the junior high school students is to achieve excellent results in the college entrance examination. Therefore, most of the contents and ways of learning are related to the college entrance examination. At the same time, it also reflects that senior three students should carry out extracurricular English learning in the context of the college entrance examination. Based on the results of the survey and the students' opinions, this paper is based on Krashen's learning theory and constructivism theory. The first one is that teachers can train students' extracurricular English learning strategies purposefully through classroom teaching, and give timely and effective guidance to students' extracurricular learning. This is in line with Krashen's input learning theory, which is to provide students with more comprehensible input to help them learn English. Second, students should learn how to adapt to their learning needs. To make scientific extracurricular study plans, to dispose of time reasonably, and then to develop the habit of timely evaluation of learning and to improve learning efficiency, which is in line with constructivism learning theory. That is, students should take the initiative to construct their own learning. Third, schools should provide more and more effective extracurricular learning resources to students according to their own circumstances, and at the same time, they should leave more free and flexible extracurricular learning time for students. This is the combination of Krashen's learning theory and constructivist learning theory. The school provides students with more input materials for second language, and then students take the initiative to construct their own learning.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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