高中学生英语学习个体差异调查研究与教学策略建议

【作者】 滕姝玫；

【导师】 杨玉晨；

【作者基本信息】 东北师范大学 ， 教育， 2003， 硕士

【摘要】 推进实施素质教育，要求教育要面向全体学生，立足学生的个体差异因材施教，满足个别学生的需要，以促进每个学生在原有基础上得到发展，因此就要研究学生。我国高中英语教学系大型班型授课，两极分化严重，学习成绩参差不齐，给高中英语教学带来极大困难。本文以高中学生为调查研究对象，就高中学生英语学习的心理、认知、情感、性格和学习策略五方面的个体要素差异做了系统调查，对这五个方面的个体要素差异进行了科学的分析并提出教学建议，以期为高中英语因材施教提供一定的理论依据和实践方法。 本文共四个部分。 第一部分：问题的提出与理论研究，我从以下五方面加以论述： 1、当前国际个体差异研究趋势。从个体差异的产生及其最早在这方面的研究到国际各种类型差异的研究，分别从性格差异、认知方式差异、智力差异和能力差异来探讨当前国际在差异课题方面的研究现状。 2、从当前国内个体差异的研究趋势则了解到我国最早是从孔子的教学就有了因材施教；现代的教育家陶行知的“教的法子根据学的法子”主张根据学生的不同学情，教学要因人施教；中学英语届张思中的“十六字”教学法有效的地处理了差距问题。 3、学生的个体差异及其教学含义。即然学生间存在差异，那么要求教学也应从学生的性格差异，认知风格不同，智力不一，能力有异这四个主要方面调整教学。 4、差异教学的思想理论依据，差异教学的心理学，教育学的理论基础主要有布鲁纳的结构教学理论，斯金纳的程序教学理论，奥苏伯尔的同化教学理论，布鲁姆的掌握学习理论以及罗杰斯的以学习者为中心理论。 5、高中英语学习个体差异研究的意图。 第二部分:调查简述与结果分析，分以下四方面:调查目的，调查内容，调查方法，调查统计结果(数字统计) 第三部分:差异要素分析与教学策略建议。 本文从生理要素差异，认知要素差异，情感要素差异，性格要素差异，学习英语策略要素差异五方面分别给出了教学建议。 第四部分:讨论更多还原

【Abstract】 The practice and promotion of quality education requires that each and every student be taught efficiently, in accordance with their aptitude and with their individual need met so that every student can develop further above their original level. To achieve this, the individual diversity of the students will have to be studied. Senior English teaching is usually carried out in big-sized classes in China. In this case, serious polarization occurs, and students are on various school records, bringing English teaching a great deal of trouble. In this essay, the studentsin senior high school are set as research objects, and systematic research is done in the five factors of English learning for senior high school students, namely physiology, cognition, emotion, personality and learning strategy. Through scientific analysis of the five factors mentioned above and with some teaching suggestions provided, it is hoped that some theoretical basis and practical method can be found which will be conductive to present-day English language teaching in senior high school.Four parts included.Part one: Putting forward the question and studying theoretically. I do this from 5 aspects in the following:1 .Individual diversity study tendency in the world at present. I collect the study materials from the earliest one to international individual diversity of all kinds, personality diversity, cognition diversity, intelligence diversity and ability diversity to inquire into the subject of the individual diversity studied in current situation.2.Individual diversity study tendency at home. From this I learn teaching a person according to what he is good for was as far as Confucius times; Tao Xingzhi, the educationalist in modern times favours that teaching methods should agree with learning methods and thus teaching differs according to different learning styles; famous Senior English teacher Zhang Sizhong, his 16 words teaching approach effectively deal with individual diversity.3.The students’ individual diversity and their meaning of teaching. Since individual diversity exists, teaching should be adjusted to the students’ personality diversity, cognition diversity, intelligence diversity and ability diversity.4.The theoretical basis for individual diversity teaching. It is mainly based on Bruner’s construction-teaching theory, Skiner’s programmed-teaching theory, Ausubel’s teaching theory of assimilation, Broom’s master-learning theory and Rodgers’ learner-centered theory.5.The purpose of studying individual diversity in senior English teaching.Part Two: Research sketch and its analysis. I illustrate from four aspects: the aim of research, the content of research, the method of research and the data statistics.Part Three: The analysis of individual diversity factors and teaching suggestions. I do some research on the following factors: psychology, , cognition, emotion, personality and learning strategy and I make teaching suggestions to each based on the study above.Part Four: Conclusion更多还原