（课程与教学论专业论文）体验性学习环境下的自我概念改变.pdf

学校代码：10346 学科、专业代码：040102 研究生学号：y20060265 题目： 体验性学习环境下的自我概念改变 self-concept change in an experiential learning environment 论文评阅人： 盲审 盲审 盲审 论文答辩委员会 主席（姓名、职称） ： 委员（姓名、职称） ： 学位授予单位： 杭州师范大学 论文答辩日期： 2009 年 6 月 10 日 独创性声明独创性声明 本人声明所呈交的论文是我个人在导师指导下进行的 研究工作及取得的研究成果。尽我所知，除了文中特别以标注 和致谢的地方外， 论文中不包括其他人已经发表或撰写过的研 究成果。 对本研究做过贡献的老师和同学均己在论文中作了明 确的说明并表示了谢意。 日 期： 导师签名： 本人签名： 关于论文使用授权说明关于论文使用授权说明 本人完全了解杭州师范大学有关保留、 使用学位论文的规 定，即：学校有权保留送交论文的复印件，允许论文被查阅和 借阅;学校可以公布论文的全部或部分内容，可以采用影印、 缩印或其他手段保存论文。 日 期： 导师签名： 本人签名： self-concept change in an experiential learning environment 体验性学习环境下的自我概念改变体验性学习环境下的自我概念改变 zeng weiwei supervisor professor yang xiaohong a dissertation submitted as a partial fulfillment for the degree of m.a. in education hangzhou normal university hangzhou, china june, 2009 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 i 摘要摘要 自我概念是当前广受关注的话题，近年来关于自我概念的研究出现了由理论研 究到多方面应用研究的总体发展态势。对于在教学领域里熟知学生自我概念发展的 教育家们，自我概念是一快肥沃的土壤。在外语教学相关的研究领域，人们的注意 力大多集中在自我概念对语言学习的影响上，而较少关注心理层面上促进学生自我 概念发展过程的原因和学生在课堂表现上态度和行为的变化，以及如何引导学生达 到自身内心的成长。 2007 年春，在观察本人导师的哲学课堂过程中，作者发现自己的内心受到很大 的激发，并在课堂活动中有更为突出的表现。marsh(1997)认为，自我概念与人的行 为表现显著相关，相比而言，积极的自我概念更有利于活动的顺利完成。有鉴于此， 本研究试图探索学生自我概念的特征以及提高他们自我概念的潜在因素。 针对体验性学习中学生自我概念变化研究方面的缺憾，本文作者对导师所进行 的体验性学习的课堂改革进行了两年的课堂观察, 针对自我概念的层次结构和学生 自我概念的变化进行了一个经验性的长期个案研究。整个研究过程采用定性分析和 定量分析，资料包括教师反思日记、研究生观察日记、学生反思日记、课堂陈述和 学生、教师采访记录，学生问卷反馈，并对这些资料进行了整理和分析。 本研究的基本问题如下：本研究的基本问题如下： （1）体验性学习的课堂是否真正地促进学生自我概念的改变？ （2） 如若是， 是何种课堂和心理因素促使学生在学业自我概念， 社会自我概念， 特别是课堂自我概念，以及精神自我概念等方面发生变化？ 本文得出了以下结论： （1）体验性学习的课堂环境确实使学生发生了不同程度的变化，学生自我概念 的变化呈现出四个阶段：最初的震撼，开始变化，分裂式变化，积极变化。 （2）影响学生学业自我概念变化的主要因素有小组成员间互动的触动，为获得 相关资源而进行的文献检索。 （3）社会自我概念特别是课堂自我概念的改变，与学生融入此种课堂文化的时 间成正比，学生接触体验性学习的课堂环境越久，就越有自信心，越能处理好在课 堂互动过程中碰到的问题。 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 ii （4） 精神自我概念的改变与学生因内心价值和理念冲突而经历的内心痛苦的时 间长度和强度成正比。当学生成功解决内在冲突之后，他们变得更加开放，更能接 受自己和他人。 本文提供了可资借鉴的课堂经验， 希望能够有益于那些以育人为其课堂最高宗 旨的英语教师(尤其是师范院校的英语教师)的教学改革探讨。 关键词：关键词：自我概念变化，体验性学习，学生的成长 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 iii abstract self-concept, as the cognitive perception of self, has been the focus of increasing attention in recent years, and it has spread from the theoretical study to a wide range of application. the idea of self-concept is a fertile ground for educators who know intuitively the students self-concept development in teaching and learning field. in the field of english teaching and learning, researches have been focusing on how students self-concept influence their language learning and little attention has been paid to psychological factors influential on students self-concept development process and to the change of the students attitude and behavior in classroom performance and in their own life which have great bearing on their ultimate growth and self-fulfillment. during my close observation of professor xs western philosophy classes in spring, 2007, the author found her inner self greatly stirred up and motivated to preform more confidently in classroom. according to marsh (1997), self-concept is closely related to human behavior and facilitates smooth completion of their classroom activities. therefore, the study aims to explore the characteristics of students self-concept and its potential influence on their self-concept enhancement. in this dissertation, in order to fill a gap in current researches of self-concept, the author carries out an empirical case study which investigates the students self- concept change in multiple aspects of self-concept by participating in her supervisors classroom for two years. the whole study combines qualitative and quantitive aspects of research, classifying and analyzing the collected data including teachers reflection journals, graduates observation journals, students personal reflection journals, presentations in the class, the teachers and students feedback in interviews, and questionnaire results. the research questions that guide this study are: (1) does self-concept really change among the students in mr. xs class?. (2) if it does, what classroom and psychological factors have significant correlation with students changes in academic self-concept, social self-concept especially classroom self-concept and spirit self-concept? our conclusion at the end of the paper is as follows: 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 iv (1) the experiential learning class indeed facilitates students change, which unfolds itself in a process of four stages: first shock, start to change, split change and active change. (2) academic self-concept changes mainly through students enlarging their knowledge base by independently searching information through reference and by interacting with group members. (3) changes in social self-concept, especially classroom self concept, are positively correlated with the length of exposure to the new classroom culture which makes students more confident of themselves in public and more skilled in dealing with problems in classroom interaction. (4) changes in spirit self-concept are closely related to painful experience of conflicting values, ideas and belief, which, when successfully resolved, would lead students to more openness, and more acceptance of themselves and others. our research shows that a student-centered experiential learning class might offer valuable classroom experiences for student-teachers and lead them to care more about the person than about the knowledge when they begin to work as teachers themselves. key words: self-concept change, experiential learning, students growth 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 v contents 摘要摘要- abstract- list of tables- list of figures- chapter one introduction-1 1.1 the origin of the study-1 1.2 necessity and significance of the study-2 1.3 the structure of the thesis-5 chapter two literature review-6 2.1 basic understanding about self-concept-6 2.1.1 the definition of self-concept-6 2.1.2 multidimensional and hierarchical self-concept structure-7 2.1.3 the characteristics of self-concept-9 2.1.4 the emergence of self-concept-10 2.1.5 psychological factors enhancing students self-concept-13 2.2 self-concept structuring in experiential learning-18 2.2.1 experiential learning-18 2.3 the theoretical constructs of the present study-19 chapter three methodology issues-24 3.1 introduction-24 3.2 methodology-24 3.2.1. participants-24 3.2.2 instruments-25 3.3 data collected-26 chapter four qualitative analysis on the students self-concept change-28 4.1 the culture of this class-28 4.1.1 the students role: the center of the classroom community-29 4.1.2 the teachers role: the facilitator of the classroom community-33 4.1.3 a few comments-34 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 vi 4.2 students self-concept change after taking the class-35 4.2.1 the first phase: first shock-37 4.2.2 the second phase: start to change-40 4.2.3 the third phase: split change-41 4.2.4 the fourth phase: active change-45 4.2.5 a few comments-49 chapter five quantitative study on the students self-concept change-50 5.1 discussion of the questionnaire-50 5.1.1 time, motivation and change-51 5.1.2 the academic self-concept change-54 5.1.3 the social self-concept change-56 5.1.4 the classroom self-concept change-58 5.1.5 the spiritual self-concept change-60 5.2 summary-62 chapter six conclusion-64 6.1 the conclusions of the research-64 6.2 implications-65 6.3 shortcomings of the research-66 bibiography-68 appendix 1-73 appendix 2-75 appendix 3-77 appendix 4-79 appendix 5-81 appendix 6-83 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 vii list of tables table3.1 basic information of the course and four classes-26 table3.2. data for the present study-26 table.4.1 score success built upon success” (p.22) 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 4 secondly, there is a lack of empirical studies about self-concept the present condition of education in china. although in numerous studies about individual differences, such as motivation, attitude, feelings, and anxiety have been proved significantly correlated with second language learning and teaching (arnold, 1999; ellis, 1994; gardner, 1972, 1985), researches on self-concept are very limited because of the complex and profound construct. as to academic self-concept study, most of researches in china are bent on imitating and proving the western theoretical models. although researchers have done numerous correlation studies between academic self-concept and academic achievement.(wang, 2004; wu byrne,1984;coopersmith,1967;rogers,1951;rosenberg,1965;h attie,1992;marshpiersschunk,1989;schuman,1994;shavelso 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 7 n,1976;shalvesonwang,2004;wylie,1974 et al.). we discover that some frequently-used words was contained in hypothesized constructs. five of twenty-two theorists regard “attitude” and “belief” as the indispensable components which was contained in self-concept definitions. purkey (1987) defined self-concept as the combination of a organized complex, and dynamic system of learned beliefs, attitudes and opinions towards their own existence. rosenberg (1965) termed self-concept as the total individuals feelings and thoughts having reference to him as an object. newman (1996) defined self-concept as a totality of cognitive abilities with motivation and age-related expectancies. shavelson, hubner and stanton (1976) defined self-concept as the persons perceptions of self, originating the individuals experiences and his or her interpretations of those experiences. summing up these definitions, we might define self-concept as ones ideas of self, including attitudes, belief, evaluation and expectancy. it is a hypothesized construct, which is impacted by self-knowledge, the interpretation about surrounding, the explanation of past experiences and the evaluation from significant others. 2.1.2 multi-dimensional and hierarchical self-concept structure it is generally considered that self-concept is a hypothetical construct of perceived facts about oneself (bergner marsh shavelson harter, 1996). those people who are confident in themselves and have received high evaluations from significant others prone to have a positive self-concept but others who can not be supported by significant others tend to have a negative self-concept. self-concept are greatly effected by evaluatoins from 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 10 significant others and attributions for ones own behavior. moreover, strong self-concepts are strongly related with the behavior of “self-actualizing”. the self-actualizing person interacts confidently with others that the interaction will be productive, they also seek opportunities for enhancement and growth, their development is also related with significant others. however, some less-developed persons inability to interact with the environment but accept it for what it is and they are less likely to develop growth-producing relationships from their own initiatives. they work within the environment and what it brings to them rather than generating opportunities with and from it. the least-developed persons have a unstable relationship with their environments. they are less sure of their ability to cope. much of their energy is spent in efforts to make sure that they survive in the world. it is not surprising that we found a relationship between the students concept of self and the states of growth of the students we studied. therefore, it is important as mediating variables that helps to explain other outcomes. in short, the positive self-concept is fundamental to all human beings, which may help people success while the negative one may have a bad effect on a persons future development. 2.1.4 emergence of the self-concept a person may like or detest their perception of themselves in a particular domain. these related feelings associated with descriptive/evaluative aspects lead to emotional reactions such as pride and humiliation. thus motivation to engage (or not) in tasks is significantly impacted by self-concept. skaalvik, valas and sletta (1994) examined the relations between self-concept and motivation to engage. their findings strongly state that self-concept are predictive of students goal orientation. franken (1994) states that “there is a great deal of research which shows that self-concept is perhaps the basis for all motivated behavior. it is the self-concept that give gives rise to possible selves, and it is possible selves that create the motivation for behavior.” (p.443). one assumption that every significant act is done to satisfy some need is basic to understanding human behavior. these needs may be thought of as ranging from lower- to 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 11 higher-order needs, as follows (maslow, 1954): figure 2.1 maslows hierarchy of needs the physiological needs are usually considered as the starting point for motivation theory. “if the physiological needs are relatively well gratified, there then emerges a new set of needs, which we may categorize roughly as the safe needs (security; stability; dependency; protection; freedom from fear, from anxiety and chaos; need for structure, order, law, limits; strength in the protector; and so on). and we may then fairly describe the whole organism as a safety-seeking mechanism.” (maslow, 1954:39) “if both the physiological and the safety needs are fairly well gratified, there will emerge the love and affection and belongingness, and the whole cycle already described will repeat itself with this new center”(marslow,1954:39). now the students will hunger for affectionate relationship with people in general, namely, for a place in his group. “i believe that the tremendous and rapid increase in t-groups and other personal growth groups and intentional communities may in part be motivated by this unsatisfied hunger for contact, for intimacy, for belongingness and by the need to overcome the widespread self-actua lization the esteem needs the belongingness and love needs the safety needs the physiological needs 杭州师范大学硕士论文 体验性学习环境下的自我概念改变 12 feelings of alienation, aloneness, strangeness and loneliness.”(marslow, 1954:44) if the above needs are fairly gratified, “all people in our society (with a few pathological exceptions) will have a need or desire for a stable, firmly based, usually high evaluation of themselves, for self-respect, or self-esteem, and for the esteem of others. these needs may therefore be classified into two subsidiary sets. these are, first, the desire for strength, for achievement, for adequacy, for mastery and competence, for confidence in the face of the world, and