教师教学信念对高中学生词汇学习策略的影响的中期报告.docxVIP

教师教学信念对高中学生词汇学习策略的影响的中期报告 摘要： 本研究旨在探究教师教学信念对高中学生词汇学习策略的影响。采用问卷调查和访谈两种方法获取数据，分析了来自四所高中的220名学生和10名教师的答卷和访谈数据。研究结果表明，教师的教学信念对学生的词汇学习策略具有显著影响。教师对词汇学习的态度和信念会促进或抑制学生采用一定的学习策略。同时，学生的语言背景、学习动机等因素也会影响教学信念对学生的影响效果。综上所述，对于提高学生词汇学习效果和促进教学效果的提高，教师需要重视自身的教学信念和态度，因材施教，培养学生的词汇学习策略，提高教学质量。 关键词：教学信念、词汇学习策略、高中学生、中期报告 Abstract: The purpose of this study is to investigate the influence of teachers teaching beliefs on high school students vocabulary learning strategies. Data was collected by using both questionnaires and interviews, and the questionnaire and interview data of 220 students and 10 teachers from four high schools were analyzed. The results showed that teachers teaching beliefs had a significant impact on students vocabulary learning strategies. Teachers attitudes and beliefs towards vocabulary learning could promote or inhibit students from adopting certain learning strategies. At the same time, students language backgrounds and learning motivations also affected the effectiveness of the impact of teaching beliefs on students. In summary, to improve students vocabulary learning outcomes and promote the improvement of teaching effectiveness, teachers need to pay attention to their own teaching beliefs and attitudes, adopt appropriate teaching strategies, cultivate students vocabulary learning strategies, and improve teaching quality. Keywords: teaching beliefs, vocabulary learning strategies, high school students, midterm report