高中英语教学中情感教育现状个案调查
发布时间：2018-08-07 12:26
【摘要】：情感目标作为《英语课程标准》的五大目标之一,在当今英语教学中发挥着非常重要的作用。然而长期来许多英语教师关注更多的是教学中的认知因素,而对情感因素则缺乏应有的重视。新课程标准的定位是“激发和培养学生学习英语的兴趣,使学生树立信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神”。情感态度目标的提出带动了英语情感教学研究的热潮。针对这一现象,研究者以人本主义学习理论,建构主义学习理论和情感过滤假设为基础,采用问卷调查和访谈作为主要的研究工具对高中英语教学情感教育现状和影响情感教育实施因素进行调查和研究,并提出一些建设性建议。本研究旨在回答以下问题:1)高中英语教学中情感教学的现状是什么?2)高中英语教学中不同情感度的教师对学生的学习兴趣,学习动机和学习焦虑之间有哪些影响?3)高中英语教学中新手型教师和经验型教师情感教育方面有哪些差异?205名学生和30名英语教师均来自榆次市第三中学参与了本调查研究。调查结果由统计分析软件SPSS17.0进行分析。然后研究者对参与本次调查的任意14名高中英语教师进行了访谈,内容涉及教师对情感教学目标的态度,教师情感教学策略和方法的运用,教师在实施情感教学中遇到的困难等,以进一步挖掘影响教师情感教学的因素及开展有效性情感教学的途径。研究的主要结论如下:1)许多英语教师已充分意识到情感在高中英语教学中的关键作用,但教学中“重知轻情”的现象大体存在,超过一半的学生在英语课堂中焦虑感偏重,学生学英语的兴趣和信心偏低。2)不同情感度的教师对学生学习兴趣,学习信心和学习焦虑度有一定的影响,教师对情感教学的态度,情感教学策略的运用和学生的学习状态有一定的联系。教师应在教学过程中营造一种和谐和自由的学习氛围来激发学生的学习兴趣,增强学生学英语的信心,降低焦虑现象。3)新手型教师和经验型教师在备课和批改作业时情感因素运用方面没有显著差异,但经验型教师在学生主动参与程度,营造轻松愉快的课堂氛围,和情感策略的使用方面明显优于新手教师。基于问卷数据分析中发现的问题以及对访谈数据的整理归纳,研究者提出高中英语教师情感教学的建议,以期促进高中英语教学中情感教学的有效开展。
[Abstract]:As one of the five goals of English Curriculum Standard, affective goal plays a very important role in English teaching. However, for a long time, many English teachers have paid more attention to the cognitive factors in teaching, but lack of due attention to the affective factors. The orientation of the new curriculum standard is to "stimulate and cultivate students' interest in learning English, make students establish confidence, develop good learning habits and effective learning strategies, and develop the ability and spirit of cooperation in autonomous learning". The aim of affective attitude has driven the upsurge of English affective teaching. In response to this phenomenon, researchers based on humanistic learning theory, constructivism learning theory and emotional filtering hypothesis, The present situation of affective education in senior high school English teaching and the factors affecting the implementation of affective education are investigated and studied with questionnaires and interviews, and some constructive suggestions are put forward. The purpose of this study is to answer the following question: 1) what is the current situation of affective teaching in English teaching in senior high school? 2) the interest of teachers with different emotional degrees in English teaching in senior high school? What is the influence between Learning motivation and Learning anxiety (3) what are the differences in emotional education between novice and experiential teachers in senior English teaching? 205 students and 30 English teachers from Yuci No. 3 Middle School participated in this study. The results were analyzed by statistical analysis software SPSS17.0. Then the researcher conducted interviews with 14 English teachers in high school who participated in this survey, including the teachers' attitude towards the goal of emotional teaching, and the application of teachers' emotional teaching strategies and methods. In order to further explore the factors that affect teachers' emotional teaching and the ways to carry out effective emotional teaching, teachers encountered difficulties in implementing affective teaching. The main conclusions of the study are as follows: (1) many English teachers have fully realized the key role of emotion in high school English teaching, but the phenomenon of "paying attention to knowledge and neglecting emotion" generally exists in the teaching process, and more than half of the students are more anxious in the English classroom. Students' interest and confidence in learning English is low. 2) Teachers with different emotional degrees have a certain influence on students' interest in learning, learning confidence and learning anxiety, and teachers' attitude towards affective teaching. The application of affective teaching strategies is related to the students' learning state. Teachers should create a harmonious and free learning atmosphere in the teaching process to stimulate students' interest in learning and enhance their confidence in learning English. (3) there was no significant difference in the use of emotional factors between novice and experiential teachers in preparing lessons and correcting homework, but experiential teachers took part in the students' active participation and created a relaxed and pleasant classroom atmosphere. And the use of affective strategies is superior to that of novice teachers. Based on the problems found in the analysis of questionnaire data and the conclusion of the interview data, the researcher puts forward some suggestions on affective teaching for senior English teachers in order to promote the effective development of affective teaching in senior high school English teaching.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2170024
[Abstract]:As one of the five goals of English Curriculum Standard, affective goal plays a very important role in English teaching. However, for a long time, many English teachers have paid more attention to the cognitive factors in teaching, but lack of due attention to the affective factors. The orientation of the new curriculum standard is to "stimulate and cultivate students' interest in learning English, make students establish confidence, develop good learning habits and effective learning strategies, and develop the ability and spirit of cooperation in autonomous learning". The aim of affective attitude has driven the upsurge of English affective teaching. In response to this phenomenon, researchers based on humanistic learning theory, constructivism learning theory and emotional filtering hypothesis, The present situation of affective education in senior high school English teaching and the factors affecting the implementation of affective education are investigated and studied with questionnaires and interviews, and some constructive suggestions are put forward. The purpose of this study is to answer the following question: 1) what is the current situation of affective teaching in English teaching in senior high school? 2) the interest of teachers with different emotional degrees in English teaching in senior high school? What is the influence between Learning motivation and Learning anxiety (3) what are the differences in emotional education between novice and experiential teachers in senior English teaching? 205 students and 30 English teachers from Yuci No. 3 Middle School participated in this study. The results were analyzed by statistical analysis software SPSS17.0. Then the researcher conducted interviews with 14 English teachers in high school who participated in this survey, including the teachers' attitude towards the goal of emotional teaching, and the application of teachers' emotional teaching strategies and methods. In order to further explore the factors that affect teachers' emotional teaching and the ways to carry out effective emotional teaching, teachers encountered difficulties in implementing affective teaching. The main conclusions of the study are as follows: (1) many English teachers have fully realized the key role of emotion in high school English teaching, but the phenomenon of "paying attention to knowledge and neglecting emotion" generally exists in the teaching process, and more than half of the students are more anxious in the English classroom. Students' interest and confidence in learning English is low. 2) Teachers with different emotional degrees have a certain influence on students' interest in learning, learning confidence and learning anxiety, and teachers' attitude towards affective teaching. The application of affective teaching strategies is related to the students' learning state. Teachers should create a harmonious and free learning atmosphere in the teaching process to stimulate students' interest in learning and enhance their confidence in learning English. (3) there was no significant difference in the use of emotional factors between novice and experiential teachers in preparing lessons and correcting homework, but experiential teachers took part in the students' active participation and created a relaxed and pleasant classroom atmosphere. And the use of affective strategies is superior to that of novice teachers. Based on the problems found in the analysis of questionnaire data and the conclusion of the interview data, the researcher puts forward some suggestions on affective teaching for senior English teachers in order to promote the effective development of affective teaching in senior high school English teaching.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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