【作者】 田丽；

【导师】 成晓光；

【作者基本信息】 辽宁师范大学 ， 学科教学， 2011， 硕士

【摘要】 自从辽宁2006年课程改革至今,教育理念不断发展,教师已不再仅仅是一个知识的传授者。社会也在不断的发展,学生对教师的素质要求自然更高了一层,也就是说,教师的素质在教育事业中起着举足轻重的作用。教师应该努力培养学生学习的兴趣,从而形成学习动机。学习动机就显得格外重要,诸多国内外有识之士和一线教师都对英语学习中的动机问题进行了研究,但目前很少有研究者从事教师的人格魅力对高中生英语学习动机的影响的研究。作者作为一名一线教师,在高中教学实践中发现,在高中英语的教学中,教学方法比较单一,教学的目的仅仅是为了考试,特别是应对高考,教师在教学过程中也没有激情,这些都是使学生失去学习动机的因素。因此作者提出了《教师的人格魅力对高中生英语学习动机的影响》这一课题。该课题以人本主义理论、认知理论、建构主义理论和中国教育部制定的最新的普通高中英语课程标准为理论基础,在教学中对实验班学生着重利用教师的性格魅力、行为魅力、语言魅力、知识魅力等四方面的人格魅力来影响学生的英语学习动机,对对照班学生进行常规模式教学。通过一年的实验研究,对问卷调查和测试的数据进行分析,得出了教师的人格魅力能够影响高中生的英语学习动机的结论,同时也说明了学习动机是影响英语学习成功与否的重要因素之一,是影响学生英语学习成绩的主要变量之一。教师的人格魅力是优秀教师必备的素质,学生一旦形成英语学习动机,对学生的终身学习和发展都具有重要的意义。更多还原

【Abstract】 Content:The cause of education has been developing ever since 2006 when liaoning province carried out the new curriculum reform.Only bearing knowledge is not enough. With the development of society, the quality that students expect of teachers is improved. The development of education in a way counts upon the quality of teachers.Teachers ought to find their ways to increase students’ enthusiasm in learning, and cause the formation of motivation. Moreover, motivation of English learning is more and more concentrated on. Many scholars and front-line teachers at home and abroad have been studying the motivation of English learning. However, researchers are seldom currently engaged in motivational effectiveness of the teachers’ personality charm on senior high students’ English learning. As a front-line teacher, in the teaching practice the author finds the fact that teaching methods are dull in senior high school.Teaching is always aimed at test, particularly at coping with College Entrance Examination. In addition, teachers are also lacking in enthusiasm in the teaching process;these are the reasons for making students lose motivation as well. As a consequence, the author carries out the research "motivational effectiveness of the teachers’ personality charm on senior high students English learning".The thesis is based on cognitive theory, constructivist theory, humanism,and the Chinese new curriculum standard. In the teaching process, the experimental class is conducted with teachers’ humanistic charm; behavioral charm, language charm, and knowledge charm. To affect the students’ motivation of English learning, meanwhile,students of the control class is in accordance with conventional teaching. Through the one-year experimental research, the questionnaire surveys and tests, the author analyzes the data and concludes that teachers’ personality charm can inspire students to learn English. The research illustrates that motivation is an importantly successful element that has an influence on students’ English learning and one of the key variables as well. Teachers’ excellent personality charm is a necessary quality. Motivation of English learning is of great value for students’ life-long learning and development once motivation comes into being.更多还原