【作者】 王丽芳；

【导师】 秦杰；

【作者基本信息】 山西师范大学 ， 教育硕士（专业学位）， 2017， 硕士

【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。更多还原

【Abstract】 As one of the five objectives in English Curriculum Standard,affective objective plays a very critical role in today’s English teaching.However,many teachers pay much more attention to the cognitive factors than the affective factors in foreign language teaching for a long time.The orientation of New Curriculum Standards is to stimulate and cultivate students’ interest in learning English,so that students can establish confidence,develop good learning habits and form effective learning strategies,and develop the ability of autonomous learning and cooperative spirit.In allusion to the phenomena above,based on the humanistic learning theory,constructivism learning theory and the affective filter hypothesis,the researcher adopts questionnaire and interview as the main research instruments to investigate the current state and find the main factors influencing the implementation of affective teaching,and puts forward some constructive suggestions.The research intends to answer the following questions: 1)What is the current state of affective teaching in the senior high school(SHS)English classes? 2)How do the teachers with different affective levels influence students? interest,confidence and anxiety in their middle school English learning? 3)What are the differences between novice and experienced teachers in affective teaching in SHS English classes?The major findings of the research are as follows: 1)Most English teachers have been fully aware of the key role of affect in senior high school English teaching,but the phenomenon of emphasizing knowledge and ignoring affective education largely exists.More than half of the students in English class suffer from higher anxiety and students’ interest and confidence in learning English is quite low.2)Teachers with different affective levels have an influence on students? interest,confidence and anxiety in their middle school English learning The teachers’ attitudes toward affective teaching and application of affective teaching strategies and methods in class have a certain relationship with the students? learning state.Teachers should create a harmonious and relaxing learning atmosphere to stimulate students? interest in learning,enhance their confidence in learning English,and reduce their anxiety.3)There is no significant difference of application of affective factors between the novice teachers and experienced teachers in preparing lessons and checking students? homework,but the experienced teachers are better than novice teachers in many aspects including students? active participation,creation of a pleasant atmosphere in the classroom,and application of affective strategies.Based on the problems found in the analysis to the data of questionnaire and on the collection of data from the interview,the researcher puts forward some suggestions on affective teaching,hoping to promote the effective application of affective teaching in senior high school English teaching and learning.更多还原