英语学困生学习动机的激发

论文摘要

英语,作为一门工具学科,它的作用为越来越多的人所认同,也被人们给以更多的关注。尤其是在高中教学中,作为三大主科之一,学校,教师和同学都对它足以重视。有些同学确实想把英语学好,但由于各种原因,结果却差强人意,他们即所谓的学习困难生。学习困难生的存在是一个普遍的现象,这个问题的解决,无论对于学生个人的发展,学校的发展,还是国家的发展,都具有重大意义。本文第一部分介绍了英语学困生的状况,提出了研究问题。第二部分,从学习困难生的定义入手,分析了学习困难生产生的原因,其中一个主要的原因是学习动机不高。因而,提高学困生的学习动机,是首要的也是根本的措施。并从学习动机的定义入手,分析了学困生学习动机不足的原因—主要是高中英语教学中存在的问题,并给出了本文的理论基础。认知心理学家认为动机可分为内部动机(Intrinsic motivation)和外部动机(Extrinsic motivation )。前者较后者强而持久,是学习中最受重视的动机。第三部分,对所任教的分校学生的学习动机进行了调查,以检验学习动机与学习结果是否有关。第四部分提出了提高学困生学习动机的几种策略。第五部分得出结论,并指出了有待进一步探讨的问题。英语学习困难生,作为一个特殊群体,应被给以更多关注。英语学习困难生教育的成功,会推动整个教育的发展,进而推动整个国家乃至社会的进步。只要方法得当,持之以恒,定会收到喜人的效果。

论文目录

• Chinese abstract
• English abstract
• Acknowledgements
• Chapter 1 Introduction
• 1.1 Background
• 1.2 Significance of the present research
• 1.3 Research questions and objectives of the study
• Chapter 2 Literature review on motivation
• 2.1 Students with learning difficulties
• 2.1.1 Definition of students with learning difficulties
• 2.1.2 Causes of LD
• 2.1.2.1 Internal cause
• 2.1.2.2 External cause
• 2.2 The importance of motivation
• 2.2.1 The definition of motivation
• 2.2.2 Classification of motivation
• 2.2.2.1 Integrative motivation
• 2.2.2.2 Instrumental motivation
• 2.2.2.3 Intrinsic motivation
• 2.2.2.4 Extrinsic motivation
• 2.2.2.5 Achievement motivation
• 2.2.2.6 Attribution theory
• 2.2.3 Causes of the lack of motivation
• 2.2.3.1 Unawareness of the importance of English
• 2.2.3.2 “Zero starting point”
• 2.2.3.3 Lack of interest in English
• 2.2.3.4 Poor surroundings of learning English
• 2.2.3.5 Ineffective teaching methods
• 2.2.3.6 Lacking chances to use English
• 2.2.4 Social constructivist theory
• 2.2.5 Social constructivist views on students’learning
• 2.2.6 Models of motivation
• 2.2.6.1 A general model of motivation
• 2.2.6.2 A Three-stage model of motivation
• Chapter 3 English learning motivation in middle schools
• 3.1 Purposes of the questionnaire
• 3.2 Subjects
• 3.3 Methods
• 3.3.1 Part one of the questionnaire
• 3.3.2 Part two of the questionnaire
• 3.3.3 Part three of the questionnaire
• 3.4 Data collection and analysis
• Chapter 4 Strategies for stimulating the motivation of the students with learning difficulties
• 4.1 Creating lively and harmonious atmosphere
• 4.2 Creating real and vivid teaching scene
• 4.3 Using visual teaching method
• 4.4 Launching colorful and inspiring activities
• 4.5 Teaching students according to their aptitude
• 4.6 Helping them establish self-confidence and self-esteem
• 4.7 Helping students set goals
• 4.8 Making students work cooperatively
• Chapter 5 Conclusion
• 5.1 Significance of the study
• 5.2 Limitations of the study
• 5.3 Suggestions for future research
• References
• Appendix 1
• Appendix 2