小学高年级学生英语课堂参与的调查研究

【作者】 张燕；

【导师】 吴艳；

【作者基本信息】 上海师范大学 ， 教育硕士（专业学位）， 2019， 硕士

【副题名】以上海市A小学为例

【摘要】 新课程改革实施以来,“学生参与”在当前教育界成为一个热点问题。但在实际的教学中,教师对学生参与的理解似乎存在着认识上的偏差,课堂看起来热热闹闹,学生积极主动举手发言,实际上学生参与意识不强、参与深度不够。基于此,本论文开展小学高年级学生在英语课堂教学中参与的调查研究具有重要的理论价值和现实意义。本论文以英语学科为例,选择上海市某小学的五年级的两个班级为调查对象,通过问卷调查、访谈、文献研究等多种研究方法,旨在调查小学高年级学生英语课堂参与的现状。本论文主要研究学生的主体性参与、参与机会、参与动机以及影响学生参与的相关因素两个方面。调查后得出如下结论:学生主体参与意识已有所提升,但主动参与意识仍不足,主动参与深度不够,对教师的依赖性较强;学生课堂参与的机会不均,表现为成绩好、性格外向的学生得到的课堂参与的机会要多于成绩较差、性格内向的学生;学生课堂参与的动机主要是外部动机。学习成绩是影响学生英语课堂参与的关键因素;学生的性格、学生角色、班级类型、英语学习兴趣、教师的人格特征、教学风格等同样影响着学生的英语课堂参与水平。针对上述研究结果,最后提出培养学生主体性参与意识;课堂参与机会均等化;激发内部动机,关注外部动机;建立和谐的师生关系等相关建议。更多还原

【Abstract】 Since the implementation of the new curriculum reform,“student participation” has become a hot issue in the current education sector.However,in the actual teaching,the teacher’s understanding of student participation seems to have a bias in understanding.The classroom seems to be very busy,and the students actively raise their hands to speak.In fact,the students’ participation is not strong and the participation depth is not enough.Based on this,this paper has important theoretical and practical significance for the investigation and research of the senior elementary school students participating in English classroom teaching.Taking the English subject as an example,this thesis selects two classes in the fifth grade of a primary school in Shanghai as the survey object.Through questionnaires,interviews,literature research and other research methods,this paper aims to investigate the current situation of English class participation in upper primary school students..This thesis mainly studies the subjective participation,participation opportunities,motivation of participation and related factors affecting student participation.After the investigation,the following conclusions are drawn: the degree of deliberation in behavioral participation is more than the concentration of dedication;the deeper strategies in cognitive participation are more than the shallow participation and dependent on the strategies of teachers and classmates;positive emotional participation is more than negative emotional participation;cognition Participation is closely related to emotional participation,and behavioral participation is not closely related to cognitive participation and emotional participation;academic achievement is a key factor affecting students’ English classroom participation;student’s personality,student role,class type,English learning interest The teacher’s personality characteristics,teaching style,etc.also affect the students’ English class participation level.In view of the above research results,the author puts forward the cultivation of students’ subjective participation consciousness;adopts strategies to make each student become the master of the classroom;stimulates students’ participation in internal motivation,pays attention to the external motivation of students’ classroom participation;establishes harmonious teacher-student relationship and other related suggestions.更多还原