【作者】 刘海燕；

【导师】 刘学惠；

【作者基本信息】 南京师范大学 ， 学科教学， 2008， 硕士

【摘要】 新一轮课程改革以来,随着“自主、合作、创新”型英语教学方式的全面铺开,很多中学英语教师发现:学生的英语习得总体水平与课改之前相比,呈略微下降趋势,尤其是学习中等水平及中等略偏下水平学生的人数相比课改以前有扩大趋势。这是因为:当从“顺从教师安排,顺应教师需求”的英语学习方式转化为“自主学习、主动发展”的英语学习方式过程中,对于遇到的各种学习障碍,学生很难进行理性地问题归因,并采取相应的应对方法加以解决。秉承教育、教学理论与课程教学实践相结合的理念,本研究力求体现以下三个方面的特点:归因理论在英语学科教学中的应用;学习方法在英语学科教学中的应用;科学归因与优化方法的整合。作者力求澄清“归因”和“中学生英语学习归因”的概念,同时也阐明“学习方法”和“英语学习方法”的概念;作者就国内外归因理论及相关研究、学习方法理论及其相关研究进行了回顾与评述。本研究是一项旨在尝试对学生学习问题进行科学诊断和归因并引导学生使用学习方法加以解决的教学实验。在近三年的实验研究中,作者积累了大量的研究性案例,并在论文中集中呈现了六个典型案例,它们分别是:合理安排时间;善做课堂笔记;善于记忆词汇;敢于自我表达;巧做阅读理解;提升英语作文。每个案例都遵循“视野聚焦→问卷设计→统计分析→科学归因→方法优化→教师观察”这一流程展开,既紧扣研究主题,又典型贴切,更注重实效。通过持之以恒的努力,实验班级学生的学业水平相比同年级学生的整体水平而言,无论是知识的掌握、方法的形成,还是情感态度的养成,都有明显的超越,这充分说明:必须充分重视过程性学习问题(障碍);必须充分重视对过程性学习问题的理性归因;必须倡导富有针对性地方法应对。更多还原

【Abstract】 In the new round of curriculum reform,great changes have taken place in English teaching in secondary school,mainly in terms of the objectives,contents, process and evaluation of English language teaching.However,with all-around progress in the innovative English teaching style featuring in autonomous learning and cooperative learning,many English teachers find that students′examination results do not go up accordingly and even go down,which is reflected in the fact that the number of "mid-level" and "lower-level" students is getting bigger.The reason is believed to be that,while the passive and acceptant learning style is changing into the independent and active learning one,the students who have not been adjusted to the new style,find it hard to identify their learning problems and to solve them with proper methods.With the philosophy of linking educational theory up to educational practice,the author endeavored to break through in three aspects:integrating attribution theory with teaching and learning practice;integrating learning methods with teaching and learning practice;integrating attribution theory with learning methods.The author tried to clarify the concepts of "attribution" and "attribution in English learning at middle school" and eviewed the theories and researches in the field of attribution and learning methods.The present study is a quasi-experiment which tried out identifying and attributing students learning problems scientifically and help them to solve the problems with learning methods,with the hypothesis that such treatment will bring about a positive effect on students’ learning achievements.In the nearly three-year research,the author accumulated a good number of typical cases such as:how to arrange time reasonabl;how to take good notes in classroom;how to remember words hard;how to express oneself liberally;how to read articles favourably and how to write compositions neatly.Every case was written in the route of "focalize visual field→design questionnaire→statistically analyze→lookup causation→take effective methods→teacher’s observation".Every case was written around the subject.Through persistent endeavor,examination results of students in experimental classes have been much improved and the marks turned out to be significantly higher than those of students in other classess in the same grade.This proved adequately that we should attach importance to identification of various obstacles in learning and their underlying reasons and working out methods for problem solving.更多还原