高中生感知学习风格和英语阅读成绩的相关性研究
发布时间：2019-04-10 19:19
【摘要】：阅读理解在高中英语教学中的地位举足轻重,然而,在进行阅读教学时,教师会经常忽视学生的个体差异。新课标要求教师的教学要面向全体学生,关注学生的个体差异。因此,在高中英语阅读教学中,教师应充分考虑到学生的个体差异与阅读学习的相关性。感知学习风格类型影响着个体的学习行为。通过了解学生的不同感知学习风格类型,教师能够预测出学生惯用的英语阅读学习方式,进而帮助不同感知学习风格类型的学生提高其英语阅读成绩。本文以Reid的感知学习风格理论为基础,以漳州三中高二年级184名学生为被试,针对以下问题进行探讨:1、感知学习风格总体特征是什么?2、感知学习风格和英语阅读总成绩、英语四选一题型阅读成绩、英语七选五题型阅读成绩的相关性如何?3、感知学习风格对阅读总成绩、不同题型(四选一题型、高考改革新题型七选五题型)阅读成绩分别有怎样的预测力?为探究上述问题,笔者收集了184名被试的感知学习风格问卷及三次英语阅读总成绩、英语四选一题型阅读成绩、英语高考改革新题型七选五题型阅读成绩这些数据,并使用Spss21.0统计软件对收集到的数据进行统计分析后发现:1、高中生感知学习风格总体特征是,听觉型是受试最喜欢使用的感知学习风格,其次是视觉型、体验型、合作型,动觉型,独立型。此外,有超过80%的被试至少有一种主要的感知学习风格参与到英语阅读学习过程中,而有接近20%的学生在学习中却没有一种主要的感知学习风格。2、听觉型、独立型和合作型这三种感知学习风格与英语阅读总成绩相关,听觉型和独立型感知学习风格对英语阅读总成绩有正向预测作用,而合作型则有负向预测作用。3、听觉型、独立型和合作型这三种感知学习风格和英语四选一题型阅读成绩相关,听觉型感知学习风格对英语四选一题型阅读成绩有正向预测作用,而合作型则有负向预测作用。4、听觉型和独立型这两种感知学习风格和英语七选五题型阅读成绩相关,且这两种感知学习风格对英语七选五题型阅读成绩都有正向预测力。基于上述的研究发现,笔者结合不同感知学习风格学生的特点及不同题型的考察重点进行原因分析,探讨高中生感知学习风格和英语阅读成绩的相关性,并对教师的英语阅读教学提出一些指导性的建议。本研究旨在通过考察高中生的感知学习风格和英语阅读成绩的相关性,为教师的阅读教学提供一些启示,如教师可以在课堂上用多种教学方式呈现教学重难点以此来兼顾各种感知学习风格的学生,针对不同题型有意识的培养学生的听觉型和独立型感知学习风格,避免组织较多的合作型活动等。
[Abstract]:Reading comprehension plays an important role in English teaching in senior high schools. However, in reading teaching, teachers often ignore the individual differences of students. The new curriculum standard requires teachers to face all the students and pay attention to the individual differences of the students. Therefore, in English reading teaching in senior high school, teachers should take full account of the correlation between students' individual differences and reading learning. The type of perceptual learning style affects individual learning behavior. By understanding the students' different perceptual learning styles, the teacher can predict the students' habitual English reading style, and then help the students with different perceptual learning styles to improve their English reading performance. Based on Reid's theory of perceptual learning style, this paper deals with the following questions: 1, what are the general characteristics of perceptual learning style? What is the correlation between perceived learning style and total English reading achievement, English four-choice one-item reading achievement, English seven-choice five-item reading achievement? 3, perceived learning style versus total reading score, different questions type (four-choice one-question type, four-choice-one-question type, four to one type). The college entrance examination reform new question type seven selected five questions type) what kind of forecast ability does the reading result have respectively? In order to explore the above questions, the author collected 184 subjects' perceived learning style questionnaire and total English reading scores of three times, English four-choice one-item reading achievement, and English college entrance examination reform new question-type seven-choice five-item reading scores. And the statistical analysis of the collected data using Spss21.0 statistical software found that: 1, the overall characteristics of high school students' perceptual learning style is that auditory type is the most popular perceptual learning style, followed by visual type, experiential type, and so on. Cooperative, dynamic, independent. In addition, more than 80% of participants had at least one major perceptual learning style involved in English reading learning, while nearly 20% of students did not have a major perceptual learning style. Three perceptual learning styles, independent and cooperative, are related to total English reading achievement. Auditory and independent perceptual learning styles have a positive predictive effect on total English reading achievement, while cooperative learning style has a negative predictive effect on total English reading achievement. 3, auditory learning style has a positive predictive effect on total English reading achievement. 3, auditory learning style has a negative predictive effect on total English reading achievement. The three perceptual learning styles, independent and cooperative, are related to the reading achievement of the four-choice one-question type of English, while the perceptual learning style of the auditory type has a positive predictive effect on the reading achievement of the four-choice one-question type of English, while the cooperative type has a negative predictive effect on the reading achievement of the four-choice one-question type of English. 4. The two perceptual learning styles, audible and independent, are related to English seven-choice five-item reading achievement, and both of these two perceptual learning styles have a positive predictive effect on English seven-choice five-item reading achievement. Based on the above-mentioned research, the author analyzes the reasons of the students with different perceptual learning styles and the key points of different questions, and discusses the correlation between the perceptual learning styles and English reading achievement of senior high school students. At the same time, the author puts forward some instructive suggestions on the teaching of English reading for teachers. The purpose of this study is to explore the correlation between the perceived learning style of senior high school students and English reading achievement, and to provide some inspiration for teachers' reading teaching. For example, teachers can present teaching difficulties and difficulties in class in order to give consideration to students with various perceptual learning styles, and consciously cultivate students' auditory and independent perceptual learning styles for different types of questions. Avoid organizing more cooperative activities, etc.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2456053
[Abstract]:Reading comprehension plays an important role in English teaching in senior high schools. However, in reading teaching, teachers often ignore the individual differences of students. The new curriculum standard requires teachers to face all the students and pay attention to the individual differences of the students. Therefore, in English reading teaching in senior high school, teachers should take full account of the correlation between students' individual differences and reading learning. The type of perceptual learning style affects individual learning behavior. By understanding the students' different perceptual learning styles, the teacher can predict the students' habitual English reading style, and then help the students with different perceptual learning styles to improve their English reading performance. Based on Reid's theory of perceptual learning style, this paper deals with the following questions: 1, what are the general characteristics of perceptual learning style? What is the correlation between perceived learning style and total English reading achievement, English four-choice one-item reading achievement, English seven-choice five-item reading achievement? 3, perceived learning style versus total reading score, different questions type (four-choice one-question type, four-choice-one-question type, four to one type). The college entrance examination reform new question type seven selected five questions type) what kind of forecast ability does the reading result have respectively? In order to explore the above questions, the author collected 184 subjects' perceived learning style questionnaire and total English reading scores of three times, English four-choice one-item reading achievement, and English college entrance examination reform new question-type seven-choice five-item reading scores. And the statistical analysis of the collected data using Spss21.0 statistical software found that: 1, the overall characteristics of high school students' perceptual learning style is that auditory type is the most popular perceptual learning style, followed by visual type, experiential type, and so on. Cooperative, dynamic, independent. In addition, more than 80% of participants had at least one major perceptual learning style involved in English reading learning, while nearly 20% of students did not have a major perceptual learning style. Three perceptual learning styles, independent and cooperative, are related to total English reading achievement. Auditory and independent perceptual learning styles have a positive predictive effect on total English reading achievement, while cooperative learning style has a negative predictive effect on total English reading achievement. 3, auditory learning style has a positive predictive effect on total English reading achievement. 3, auditory learning style has a negative predictive effect on total English reading achievement. The three perceptual learning styles, independent and cooperative, are related to the reading achievement of the four-choice one-question type of English, while the perceptual learning style of the auditory type has a positive predictive effect on the reading achievement of the four-choice one-question type of English, while the cooperative type has a negative predictive effect on the reading achievement of the four-choice one-question type of English. 4. The two perceptual learning styles, audible and independent, are related to English seven-choice five-item reading achievement, and both of these two perceptual learning styles have a positive predictive effect on English seven-choice five-item reading achievement. Based on the above-mentioned research, the author analyzes the reasons of the students with different perceptual learning styles and the key points of different questions, and discusses the correlation between the perceptual learning styles and English reading achievement of senior high school students. At the same time, the author puts forward some instructive suggestions on the teaching of English reading for teachers. The purpose of this study is to explore the correlation between the perceived learning style of senior high school students and English reading achievement, and to provide some inspiration for teachers' reading teaching. For example, teachers can present teaching difficulties and difficulties in class in order to give consideration to students with various perceptual learning styles, and consciously cultivate students' auditory and independent perceptual learning styles for different types of questions. Avoid organizing more cooperative activities, etc.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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