高中生问题解决能力感知与英语学习成绩的相关性调查研究

发布时间：2018-06-20 20:35

本文选题：问题解决能力感知 + 英语成绩　；参考：《江西师范大学》2017年硕士论文

【摘要】：多年以来,问题解决能力已被广泛研究,通常,我们会这样定义它:一种目标导向性的的认知操作事件,在职场和日常生活中,它也被当做是一种重要的认知技能。该技能具备以下三个特点:本质上是一种认知活动;目标明确;问题的复杂性和难度取决于解决者当时的知识水平和经验技巧。事实上,英语学习者问题解决能力的高低会影响到他们当前的英语学习,也在一定程度上会影响他们日后的学习以及在社会上的发展。尽管国外有很多研究者对该问题的研究转向了各自然科学学科(生物,物理和数学等),在阅读相关文献时,作者发现国内研究者对这一方面的研究甚少,且鲜有研究关注它与某些人文学科(历史,文学或者政治)的关系,更别说是高中生英语学习中的问题解决能力感知。因此,我们对这一问题研究的重要性和必要性可见一斑。在本调查中,作者于2016年6月随机选取南昌市区某一普通高中被试143人参与此次调查研究。被试者需先完成一份调查问卷,该问卷共32小题,整体分为3小部分:问题解决信心,面对问题时的态度倾向和解决问题时的情绪自我控制。随后,再邀请10人参加半结构式访谈。借助问卷,访谈以及期末考试成绩,我们进一步提出了以下三个问题:1.被试者的问题解决能力感知整体有何特点,其三个维度(问题解决信心,问题解决态度倾向和情绪自我控制)的具体情况如何?2.被试者的问题解决能力感知在男女之间,英语成绩高低分组之间存在差异吗?3.被试者的问题解决能力感知同他们的英语成绩是否相关?结合定量和定性分析,我们可以得出以下结论:1)学生整体的问题解决能力感知平均值是106.05,高于96的合格线,说明这些高中生的问题解决能力感知达到合格水平。具体来说,学生面对问题时表现的自信和积极的应对态度两项的均值(36.55,55.38)超过合格分数33和45,说明被试在这两维度上也达到合格水平。但是,他们面对问题时表现出的自我控制低于合格水平(14.1115)。2)借助独立样本t检验,我们发现男女同学整体的问题解决能力感知与个体情绪的自我控制存在显著差异(p=0.0060.05;p=0.0350.05).此外,通过比较各项均值,我们发现男生的均值均大于女生。3)英语高低分组之间在问题解决能力感知上并无显著区别,但高分组学生各项均值均高于低分组学生。4)至于问题解决能力感知与学生的英语成绩的相关性,结果表明:学生的问题解决能力感知与他们的英语成绩无显著相关性。然而,个体面对要解决的问题时表现出的情绪自我控制与英语成绩呈负相关(P=-0.09)。总之,这一研究对我们了解问题解决能力感知以及进一步了解它与英语成绩的相关性甚至推动实际英语教学具有启发意义。
[Abstract]:Over the years, problem-solving has been widely studied, and we usually define it as a goal-oriented cognitive event that is also seen as an important cognitive skill in the workplace and in everyday life. The skill has the following three characteristics: essentially a cognitive activity; a clear goal; and the complexity and difficulty of the problem depends on the knowledge level and experiential skills of the solver at that time. In fact, English learners' problem-solving ability will affect their current English learning and, to some extent, their future learning and social development. Although many researchers abroad have turned to the natural sciences (biology, physics, mathematics, etc.), when reading the relevant literature, the author finds that the domestic researchers have very little research on this aspect. And few studies have focused on its relationship with some humanities subjects (history, literature or politics), let alone the perception of problem-solving ability in English learning of senior high school students. Therefore, the importance and necessity of our research on this issue can be seen. In this study, 143 participants from an ordinary high school in Nanchang City were randomly selected in June 2016. The subjects were asked to complete a questionnaire, which consisted of 32 questions, which was divided into three parts: confidence in problem-solving, attitude tendency in the face of problem-solving and emotional self-control in problem-solving. Subsequently, 10 people were invited to take part in a semi-structured interview. With the help of questionnaires, interviews and final exam scores, we further raised the following three questions: 1. 1. What are the characteristics of the subjects' perception of problem-solving ability as a whole, and what is the specific situation of the three dimensions (problem-solving confidence, problem-solving attitude tendency and emotional self-control)? The problem solving ability perception of the subjects is between men and women. Is there any difference between the high and low English achievement groups? Does the subjects' perception of problem-solving ability correlate with their English achievement? Combined with quantitative and qualitative analysis, we can draw the following conclusion: 1) the average perception of problem-solving ability of students as a whole is 106.05, which is higher than the qualified line of 96, which shows that the perception of problem-solving ability of these high school students has reached a qualified level. Specifically, the average of confidence and positive coping attitude of students in facing problems was 36.5% or 55.38), which exceeded the qualification scores of 33 and 45, indicating that the subjects also reached the qualification level in these two dimensions. However, when they face the problem, their self-control is lower than the qualified level. (2) with the help of independent sample t test, we find that there is a significant difference between male and female students' perception of problem-solving ability and self-control of individual emotion. In addition, by comparing the mean values, we find that there is no significant difference in the perception of problem-solving ability between boys and girls. However, the average value of each item in the high score group was higher than that in the low score group. (4) as to the correlation between problem solving ability perception and students' English achievement, the results showed that there was no significant correlation between the students' problem solving ability perception and their English scores. However, there is a negative correlation between emotional self-control and English achievement. In a word, this study is instructive for us to understand the perception of problem-solving ability and to further understand its relevance to English achievement and even to promote practical English teaching.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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