导致中职学困生英语成绩现状的非智力因素调查研究.pdf

学校代码10200研究生学号10200200640418分类号G423密级无硕士学位论文导致中职学困生英语成绩现状的非智力因素调查研究AResearchonNonIntellectiveFactorsAffectingEnglishUnderachieversPerformanceinEnglishStudyatVocationalSchool作者刘阳指导教师孔德惠学科专业学科教学研究方向学科教学（英语）学位类型教育硕士东北师范大学学位评定委员会2011年5月独创性声明本人郑重声明所提交的学位论文是本人在导师指导下独立进行研究工作所取得的成果。据我所知，除了特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果。对本人的研究做出重要贡献的个人和集体，均已在文中作了明确的说明。本声明的法律结果由本人承担。学位论文作者签名日期学位论文使用授权书本学位论文作者完全了解东北师范大学有关保留、使用学位论文的规定，即东北师范大学有权保留并向国家有关部门或机构送交学位论文的复印件和电子版，允许论文被查阅和借阅。本人授权东北师范大学可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或其它复制手段保存、汇编本学位论文。（保密的学位论文在解密后适用本授权书）学位论文作者签名指导教师签名日期日期学位论文作者毕业后去向工作单位电话通讯地址邮编III摘要随着职业教育的发展，要继续把职业教育放在优先发展的战略地位，使职业教育直接为生产实践服务。因此，如何培养新时期中等职业学校学生的任务任重而道远。同时，现代心理学研究表明，学生的学习过程，是一个智力和非智力因素相互影响，而又以非智力因素起决定作用的过程。在个性心理结构中，诸多非智力因素组成了彼此联系、相互制约、相互作用的动力系统，是人的个性中最活跃、最积极的因素，它决定着人类进行活动的积极程度。因此非智力因素对于学生的学习成长来讲，有着至关重要的作用。一直以来，中等职业学校的学生大部分都存在着学习障碍，尤其是英语学习，出现了很多英语学困生，他们缺乏学习动机，学习起来无兴趣可言，学习成绩不理想．而他们中的绝大多数个体智力并不差，关键在于其非智力因素水平较低。为了对中等职业学校英语学困生的非智力因素发展水平及与英语学习的关系有一个更清晰的认识，进而能够有效改善当前英语的学习状况，本人选定服务管理职业学校的学生为研究对象，以天津师范大学编制的中小学生非智力因素调查问卷为测查工具，采用问卷调查的方法，对中职英语学困生的非智力因素发展水平及与英语学习的关系进行较为系统的分析。并据此提出了对中职英语学困生进行非智力因素培养的建议与对策，以企为在教学工作中有针对性地培养和提高学生的非智力因素提供一定的借鉴。研究结果表明l、中职英语学困生的英语成绩与非智力因素呈非常显著的正相关，其中与成就动机AM、交往动机IM、认识兴趣CI、学习热情LA、学习责任心LR、学习毅力LS、注意稳定性AS、情绪稳定性ES和好胜心WI呈非常显著的正相关。2、中职英语学困生的非智力因素水平低于中职英语优秀生，其中在成就动机AM、交往动机IM、认识兴趣（CI）、学习热情LA、学习责任心LR、学习毅力LS、支配性DO、好胜心（WI）等项目方面，差别非常显著。论文共有五部分内容第一章引言第二章综述了非智力因素的含义，智力因素与非智力因素的关系，非智力因素的功能，非智力因素与学习的关系以及学困生的研究历史和如何界定职高英语学困生的问题第三章利用中学生非智力因素调查问卷对中职英语学困生进行非智力因素调查第四章针对中职英语学困生的非智力因素的调查结果进行分析讨论。第五章结论。关建词非智力因素学习困难中职生英语学习IIAbstractWiththedevelopmentofourcountryssocialandeconomicdevelopment,weshouldcontinuetomakevocationaleducationapriorityandletvocationaleducationservethesocialneedsdirectly.Sohowtobringupthestudentsinthevocationalschoolinthenewperiodisaveryimportantquestion.Meanwhile,fromthemodernpsychologyresearch,itisrealizedthatinthestudentslearningprocessintellectivefactorsandnonintellectivefactorswillinfluenceeachotherandthatthenonintellectivefactorsevenhaveadecisivefunction.Personalityinpsychologicalstructure,withmanynonintellectualinterrelatedfactors,mutualchecksandinteractivepowersystem,isthemostdynamicandpositivefactor,whichdeterminestheextentofthepositiveactivitiesofpeople.Thereforethenonintellectivefactorplaysaveryimportantpartinstudentsacademicperformance.Generallyspeaking,moststudentsinvocationalschoolshavemanydifficultiesinlearningEnglish,andarebecomingagreatnumberofEnglishunderachievers.ThesestudentsfeelthatEnglishisdifficultandarefearfultolearnit,lackingmotivationtolearnandhavingnointerestinlearningEnglish.Despiteofthis,themajorityofthesestudentshavegoodindividualintelligence.Thekeyliesintheirlowernonintellectivefactorslevel.InordertohaveaclearerunderstandingabouttherelationshipbetweenthelevelsofnonintellectivefactorsofthesecondaryvocationalschoolEnglishunderachieversandtheirEnglishstudy,thisresearchisundertaken,inordertoimprovethestudyofthepresentsecondaryvocationalschoolstudents.TheauthorhaschosenstudentsoftheServiceandManagementofavocationalschoolastheresearchsubjects,andadoptedthemethodofquestionnairesasresearchtools.WiththeSecondaryandPrimarySchoolStudentsNonintellectiveFactorsQuestionnairedrawnupbyTianjinNormalUniversity,theauthorconductedasystematicanalysisontherelationshipbetweenthelevelofsecondaryvocationalschoolEnglishunderachieversnonintellectivefactorsandtheirEnglishstudy.Accordingtotheanalysis,theauthoralsoputforwardrecommendationsandmethodsfordevelopingsecondaryvocationalschoolstudentsnonintellectivefactors,withtheaimofimprovingourEnglishlanguageteaching.Theresearchshowsthat1.TheacademicperformanceofEnglishunderachieversofsecondaryvocationalschoolisobviouslyconnectedwiththeirnonintellectivefactors,includingachievementmotivation,interpersonalmotivation,cognitiveinterest,learningenthusiasm,learningresponsibility,learningstamina,attentivestability,emotionalstabilityandwinningintention,etc.2.ThelevelofEnglishunderachieversnonintellectivefactorsisIIIlowerthanthatofthehigherlevelstudentsinEnglishespeciallythedifferenceisveryobviousinachievementmotivation,interpersonalmotivation,cognitiveinterest,learningenthusiasm,learningresponsibility,learningstamina,dominance,andwinningintention.Therearefivepartsinthisthesis.Chapteroneintroduction.Chaptertwointroducesthemeaningsofnonintellectivefactors,therelationshipbetweenintellectivefactorsandnonintellectivefactors,thefunctionofnonintellectivefactors,therelationshipbetweenlearningandnonintellectivefactors,andresearchonthehistoryofEnglishunderachievers,andhowtodefinetheEnglishunderachieveratsecondaryvocationalschool.ChapterthreeinvestigatesnonintellectivefactorsofEnglishunderachieveratasecondaryvocationalschool.Chapterfouranalysestheresultsofthequestionnaires.Chapterfivedrawsaconclusion.KeywordsNonintellectivefactorsdifficultyinlearningsecondaryvocationalschoolstudentsEnglishlearningIV目录中文摘要..........................................................................................................................I英文摘要..........................................................................................................................II目录............................................................................................................................IV1引言..........................................................................................................................12文献综述.......................................................................................................................32.1非智力因素的含义..............................................................................................32.1.1非智力因素与智力因素的关系.................................................................42.1.2非智力因素的功能....................................................................................52.1.3非智力因素与学习的关系.........................................................................62.2学习困难的研究历史..........................................................................................82.2.1学习困难生的界定....................................................................................92.2.2职业高中英语学习困难学生的界定..........................................................93导致中职英语学困生成绩现状的非智力因素调查研究设计.....................................103.1研究问题.............................................................................................................103.2研究方法.............................................................................................................103.2.1研究对象...................................................................................................103.2.2研究工具...................................................................................................103.3数据的采集.........................................................................................................124调查结果分析与讨论...................................................................................................134.1统计分析.............................................................................................................134.1.1各种非智力因素与中职英语学困生成绩的相关特点..............................134.1.2不同类型中职学生的非智力因素比较.....................................................144.2中职英语学困生的非智力因素与英语成绩的相关性........................................154.3英语学习困难生与英语学习优秀生的非智力因素的区别................................165结论..........................................................................................................................205.1如何培养英语学习困难生非智力因素的建议...............................................205.2培养非智力因素英语学习困难生的教学对策...............................................21参考文献..........................................................................................................................24附录..........................................................................................................................26后记..........................................................................................................................36