职业学校学生英语学习中情感与学习观念探讨

近年来,随着以学习者为中心的教育改革的不断研究深入,在教学中,人们对学习观念和学习情感给予越来越多的关注。众所周知,教育是为社会培养全面、健全的人,英语的新课标也把情感学习列入情感目标的重要的一环。大量研究指出,学习者对语言学习的看法对学习有着重要的影响。本研究试图在职业学校二年级的英语教学中发现影响学生情感教育和学习观念的潜在因素,并希望找到培养学生积极的情感因素和积极的学习观念的途径,以此提高学生学习英语的效率。本文作者通过问卷调查收集了69名学生的相关数据。在研究中作者发现了一些影响学生情感因素和学习观念的一些因素,其中主要包括缺乏自信心,缺乏学习兴趣,缺乏具体的学习策略,缺乏和谐的师生关系等。针对上述情况,作者采取了一些相应措施让学生在语言的学习过程中受到表扬,并相信自己。同时,让学生在合作式学习和任务型教学方式中不断的得到尊重、鼓励,和具体的学习帮助,提高自信心,降低焦虑,努力构建和谐的师生关系。通过理论和实践研究,作者以为|教育论文网|:在职业学校的英语教学中进行情感和学习观念的教育是实施人的全面发展的重要途径,而且也是必要且可行的。实践表明,通过情感教育和积极的学习态度,可以帮助学生实现从厌学→想学→好学→乐学的转化。他们可以提高学生的学习自信心,调动学习的积极性,培养良好的学习观念,融洽的师生关系,增强学生合作与交往的社会意识与能力,开发学生的潜能和积极的学习情感。【关键词】：语言学习本质自信心学习兴趣和谐的师生关系
【论文提纲】：摘要5-6Abstract6-9ChapterⅠIntroduction9-141.1ResearchBackgroundandPurpose9-121.2Whatthepresentthesiscovers12-14ChapterⅡTheoreticalfoundations14-272.1SecondLanguagelearningbeliefs14-182.1.1Definitionandimpactofbeliefsineducation14-152.1.2Definitionandimportanceoflanguagelearningbeliefs15-172.1.3Languagelearningbeliefsinforeign/secondlanguageeducation17-182.2EmotionaleducationinEnglishlanguageteaching18-272.2.1Definitionandimpactofemotion18-192.2.2Definitionandimpactofemotionaleducationalcontext19-202.2.3ResearchhistoryofEmotionalEducation20-252.2.3.1Researchhistoryofemotionaleducationabroad20-242.2.3.2ResearchhistoryofEmotionalEducationinChina24-252.2.4Educationpracticeonemotioninforeignandsecondlanguage25-27ChapterⅢThepresentstudy27-643.1Researchmethods27-303.1.1Subjects27-283.1.2Researchquestions283.1.3Researchinstrument28-303.1.3.1Designofthequestionnaire28-293.1.3.2Classroomobservationsandinterviews29-303.2Datacollectionandanalysisprocedures30-423.2.1Resultsconcerningemotionalfactorsofthefirstquestionnaire30-403.2.1.1Resultsofpositiveemotionalfactorsofthefirstquestionnaire30-333.2.1.2Resultsofnegativeemotionalfactorsofthefirstquestionnaire33-363.2.1.3Findingsofemotionalfactorsinthefirstquestionnaireandthemethodscarriedoutlaterintheteachingprocess36-403.2.2Dataanalysisandfindings40-423.3ResultsConcerningBeliefsoftheQuestionnaire42-553.3.1Resultsofbeliefsofsomespecificlanguagelearningstrategiesofthefirstquestionnaire42-443.3.2Resultsofbeliefsaboutthenatureoflanguagelearningofthefirstquestionnaire44-463.3.3Analysisofbeliefsaboutlanguagelearninginthefirstquestionnaireandmethodscarriedintheteachingprocess46-523.3.4Comparisonoftheresultsofthefirstandsecondquestionnaires52-553.4CorrelationStudy55-593.4.1Relationshipbetweenlearningbeliefsandaffectivefactorsofthefirstquestionnire55-563.4.2Measuresweretakeninlanguagelearningprocess56-583.4.3Correlationcomparisonbetweenemotionallearningfactorsandlearningbeliefsinthefirstandsecondquestionnaires58-593.5Studentsinterviewresultsandobservations59-64ChapterⅣPedagogicalImplicationsandConclusion64-694.1PedagogicalImplications64-664.2Conclusion66-684.3Limitationsofthestudyandareaorfurtherresearch68-69References69-73Appendixes73-88AppendixoneLearningbeliefs73AppendixtwoAffectivefactors73-75AppendixthreeStudentsinterview75-82AppendixfourTable1Emotionallearningfactorsofthefirstandsecondquestionnaires82-84AppendixfiveTable2Learningbeliefsofthefirstandsecondquestionnaires84-86AppendixsixTable3Comparisoncorrelationbetweenemotionallearningfactorsandbeliefs86-88Acknowledgements88