初中英语学困生课堂参与研究.pdfVIP

论 文 摘 要 课堂是学生学习的主要场所，主体性教育原则和新课程理念要求我们重视学 生在学习过程中的主体参与，重视学生在英语课堂上的感受和体验，而英语学困 生在英语课堂上往往会出现一些不参与行为。本研究在参照大量关于课堂参与的 文献的基础上，将学生的课堂参与分为行为参与、情感参与和认知参与。为了了 解英语学困生在课堂上的参与情况以及对他们在课堂上参与不足的原因进行探 索，以便为更好地促进英语学困生在课堂上积极参与提供有价值的资料，本研究 主要采用了问卷调查、访谈等研究方法，将我校初一年级 10 名英语学困生作为 研究对象，进行了长达一年的研究，通过课堂观察、多次访谈以及“英语课堂反 思记载”调查发现，英语学困生课堂参与情况为：在行为参与方面，他们比其他 学生更易于出现负面参与行为，如讲话、玩与课堂无关的东西（比如一张纸头、 一支笔等）、发呆等；在情感参与方面，积极的情感参与比较少，而消极的情感 参与比较多；认知参与方面表现为只限于记忆、模仿等浅层次的认知参与，对于 理解和灵活运用等深层次的认知参与极少。研究发现，正是消极的情感体验和浅 层次的认知参与使他们经常容易出现负面的行为参与。造成英语学困生课堂参与 不足的原因主要有：一是跟认知方面有关的比如注意力、学生原有的知识储备状 态和学习策略等因素；二是跟情感方面有关的比如他们对英语的学习兴趣、动机、 学习态度、焦虑等。 关键词：学困生 行为参与 认知参与 情感参与 ABSTRACT The classroom is the main place for studentsstudy, Student-centered Principle and New Course Concept tell us to not only emphasize the students’active participation in class but also pay attention to their experience in English class. According to a lot of literatures of participation in the class, this research defined studentsparticipation in English classroom into the behavior participation, the emotion participation, and the cognition participation. In order to find out the participation situation and the reason why the Learning Difficulties participate insufficiently in the English classroom, this research adopts the method of questionnaire survey and the interviewing method, choose ten English Learning Difficulties of Grade Seven in our school as the research subjects, having carried on one-year research. According to the observation in English class and a lot of interview, it is found that: for the Learning Difficulties ,their negative participation in the behavior is more than other students. For example, they can’t focus their attention on their study, they often do something having nothing to do with their study, such as playing with a pen, a piece of paper and so