【作者】 江兵；

【导师】 徐育年；

【作者基本信息】 中南大学 ， 课程与教学论， 2012， 硕士

【摘要】 农村基础教育一直是我国教育的薄弱环节,特别是农村基础英语教学。在如今的英语教学中学法与教法的同步与一致性极其重要,因此,将农村学生的英语学习策略与教师教学之间的契合程度作为研究点是非常重要与必要的。随着社会主义新农村建设的发展,政府部门更加重视农村教育,农村教学环境因此得到很大改善。一些研究者和教师也开始对农村学生的英语学习策略进行研究,然而这些研究只是侧重于研究学习者本身以及学习策略使用的成效,忽略了教师教学对学习者以及学习策略采用的影响。随着《新课标》的实施与教学改革的兴起,学生的学习策略逐步得到重视与培养,从而对教师的教学提出了更高的要求,即教师们必须更科学而又生动有趣地进行教学。对于学生而言,英语学习则成为了一种轻松而又富有效率的课堂学习活动。因此,学生的学习策略的使用情况与教师教学的契合程度成为了衡量教与学的一种隐形标准。因此,本论文的主要目的就是分析农村中学学生的英语学习策略与教师教学之间的契合程度。本论文将采用定量分析和定性分析相结合的方式进行资料与数据的整理与分析。定量分析的数据主要是来自于问卷调查与学生的期中考试成绩,而定性分析的资料主要是来自于访谈以及学生平时作业的搜集。通过运用Exce12003软件对所采集的数据进行分析,我们发现：1.现阶段的初中学生运用学习策略的水平处于中等水平,他们并未形成一套适合并属于自己的学习策略。在认知策略方面,学生能够做到课前预习,并认真听讲,但是却不会积极参与课堂活动与发现语言规律；在调控与交际策略方面,当遇到困难时,学生更是处于无助与害羞的状态；而在资源策略方面,他们的工具书与课外资料非常有限,不利于他们的知识扩充。2.对于农村中学的教师而言,大多数教师都支持将学习策略的培训渗透到课堂教学中。然而,教师在课堂上的一言堂与传统的语法翻译教学法致使课堂变得枯燥无味。从调查数据中,我们发现教师的观念与教师的行动上出现了不一致。3.学生的英语学习策略与教师教学之间的契合程度处于低值期。从课后作业的形式化和期中考试成绩的分布以及教师教学的一言堂中,我们可以看出学生多数情况下是属于被动学习,而教师则只是为了完成教学任务而教学。作者希望本研究对农村英语教与学能有所启示,并引起农村教师的重视。通过加强农村英语教学环境的改善,来丰富农村英语的课堂教学活动,比如开展英语第二课堂等活动等。教师应该引导并加强学生的自主性学习能力,并促使学生形成适合自己的学习策略。再者,学校应该加强教师培训,提升教师的教学水平。更多还原

【Abstract】 Basic education in rural areas has been the weak phase in China’s education, especially on the Basic English teaching. Nowadays, it is extremely important that we keep the correspondence between learning and teaching in the process of English teaching. Therefore, it is important and necessary that we take the consistency between students’learning strategies and teachers’teaching in rural areas as the research point of this thesis.With the development of construction of new socialist countryside, the government has devoted much attention to the rural education. Therefore, the environment of rural education has been improved greatly, and more and more scholars and teachers have begun to make some studies on the rural students’LLS use. However, the studies only focus on the learners themselves and the effect that they have achieved after adopting the strategies. Except for researching the learners’learning strategies, we also need to focus on the influence of teachers’teaching on learners and the adoption of language learning strategies. Since the implementation of New Standard English, students’learning strategies gradually get attention and cultivation. Thus, it has improved the higher requests for the teachers’teaching. That is to say, teachers have to make the classroom more scientifically and lively. As to students, the English class becomes an easy and high efficient class activity. As a result, the degree of consistency between the situation of learners’learning strategies use and the teachers’teaching has become an invisible standard to measure the effect of English teaching and learning. Therefore, the main purpose of this thesis is to analyze the degree of consistency between rural junior students’English learning strategies and teachers’teaching.This study will adopt both quantitative and qualitative methods to arrange and analyze the data and materials. The quantitative data mainly comes from the questionnaire and the mid-examination scores. And the qualitative data is mainly from the interviews and collection of students’ homework. According to the analysis of those data and materials by means of the soft ware of excel2003, we find that:1. Nowadays, the level on students’learning strategies application is on a general state. And they even can not form a series of learning strategies which are suitable for themselves. On the aspect of cognitive strategies, students may preview the lesson and take attentions in class, but they won’t join in the classroom activities and not be good at finding the laws of language. On the regulated and communicative strategies aspects, when they face the difficulties, they will feel helpless and shameful. On the resource aspect, they have no extra materials for their learning, so it isn’t beneficial for their learning.2. As to the rural teachers, most of them agree to the lead-in of learning strategies training in the classroom. However, in their daily teaching, their always talking and traditional teaching methods make the classroom so boring. From the data of investigation, we can find that it appears a gap between teachers’ opinions and their actions.3. It is in the low period to the degree of consistency between students’ learning strategies and teachers’ teaching. From the formative homework, the mid-examination scores and the teachers’ daily teaching, we can find that students are learning passively; teachers just have classes just for completing their own prescripted teaching task.The findings of this study may have some pedagogical implications for the rural English learning and teaching and can arouse the teachers’ attention. According to the improvement of environment of the rural English teaching and learning, it could enrich the teaching activities in the rural English classrooms or out-of-classrooms such as the English second classroom and so on. And then, teachers should guide and promote the students’ autonomous learning competence and help them form the correct and suitable learning strategies. Besides, with the purpose of improving teachers’ teaching level, training attached to them should be strengthened.更多还原