硕士论文摘要实例.doc

硕士学位论文农村初中英语教学中的情感探究论文作者:席艳艳指导教师:张曼副教授学科专业:学科教学(英语)研究方向:学科教学华中师范大学外国语学院2011年4月摘要情感是教学过程中不可或缺的重要因素。然而，在传统的教学理念里，教师的权威或威严压倒一切。教师的情感一直处于一定程度的错位状态，原因有二:一是人们常说的“严师出高徒”，每位教师都在不自觉中严格要求学生;二是“教书育人”，简简单单四个字，责任重大，让每一位教师都不敢松懈对学生的要求，这种“严格要求”让教师在教学过程中很难再投入其它情感。笔者以为教师如果过分强调在教学当中的“严”的能力，就会忽视教学当中一些情感的投入，从而无视学生在教学当中“学”的情感。这种情况在一些经济相对落后的山区，特别是在英语学科上尤其突出。在当今新课程改革的浪潮下，仅仅凭借教学能力和业务水平来增强学生的认知己经落后少新课标的要求。如何让教师在英语教学中发挥情感的促进作用是本文研究的重点。针对这种教学现状，笔者以人本主义教育学和克拉申的情感过滤假说为理论依据，从理论上阐述了重视情感的重要性。根据阿诺德的分类，情感因素包括两大类，其中本文主要以动机、兴趣、态度、性格、焦虑、自尊心和移情为研究内容，并结合各种实验活动对其进行研究和阐述。本文主要采用了三种研究方法:问卷调查法，访谈法与实验研究法。通过问卷调查，探究农村初中学生的情感现状，旨在针对性的提出相应的情感教学模式，增强学生兴趣，培养学生英语学习的主观能动性，完成英语教学任务，更重要的是培养学生积极的情感态度。通过访谈得知学生学习过程中的学习情感问题和具体的学习问题以及吸收被访谈优秀教师的情感经验，旨在更有针对性的进行以解决学生各种问题为目的的实验活动，并将得出的结论结合被访谈教师的经验作为对教师进行情感教学的建议，做到有理有据。通过实证研究，笔者得出以下结论:1.初中英语教学过程中添加情感因素，有利于增强学生的学习兴趣和自信心，激励学生的学习意志。2.农村初中情感教学能够培养学生形成积极的情感态度，并有利于学生今后的进一步发展。3.通过情感教学能够有效的提高学生的学习成绩。运用情感因素进行农村初中英语教学具有非常深远的意义，笔者认为情感教学己经成为不可阻挡的潮流。但是本研究还存在一些不足:如不具有普遍性，以及由于实验时间的限制，受试者适应能力不同可能影响结果的科学性等等。由此可见，篡二糯S运用情感因素进行英语教学来适应新课改的要求仍是一项长期的任务。关键词:农村初中;情感因素;英语教学Abstract Affection is the essential key factor in the process of English teaching and learning.However, traditionally, the authority of teachers is above everything. Teachers emotionis not paid enough attention to, for which there are two reasons. First, according to thesaying A strict teacher produces outstanding students, every teacher is subconsciouslystrict with their students. Second, the motto impart knowledge and educate peoplemeans much responsibility of teachers, which makes great demands on their students,and this causes difficulties for them to devote themselves to affective teaching.According to the writer, overemphasizing teachers strictness can lead to not only theirignorance of using affective factors to teach, but also students ability of learning withemotions. The situation discussed above is much more obvious in English classes in therural areas whose economic development level falls behind. Under the tide of curriculumreform, its not enough for the teachers to improve students ability of cognition withtheir professional teaching skills. How to help teachers promote English teaching andlearning with affective factors is the key point in the paper. Given this kind of teaching situation, the writer theoretically states the importanceof affection, based on humanism pedagogy and Krashens (1981) The Affective FilterHypothesis. According to Arnold (1999), affective factors can be divided into two kinds,among which motivation, interest, attitude, self-esteem and empathy are the main aspectsfor the writer to study. Also, they are well proved for their importance during teachingprocess in the part of experimental study. Three research methods are used in the paper: questionnaire survey method,interviewing method and experimental study. The writer mainly investigates the alectivestate of junior middle school students in rural areas through questionnaires in order topresent suitable model of English affective teaching, improve students interest andcultivate their conscious activity of English learning, especially promote their positiveattitude towards life and then finish English teaching tasks. The writer analyses students affective problems during English learning and getsthe private affective experience of prominent teachers interviewed, which can help solvekinds of problems that students meet during the experiments. The excellent experience ofteachers interviewed is treated as good suggestions for teachers to carry out affectiveteaching. Through empirical study, the writer has got the following conclusions: l.Affectivefactors used in English teaching process can help improve students interest andconfidence, and strengthen their willpower to learn English well. 2. Affective teachingmethods in rural areas can help to promote students positive attitudes towards life andits good for their further development. 3. 1-caching with emotions can exaclly improvestudents performances on study. It has profound significance to use affective factors to teach English in rural area.But there are still shortages of my study found during the experiments. For example, theresults are still not universal. Also, students may adapt to the affective teaching andlearning process in different level b