小学英语教学中的激励策略研究
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摘要
激励的基本含义是激发人的行为动机,使人有一股内在的动力,并朝着所期望的目标努力的心理活动过程。激励能帮助人们更好地克服前进过程中的困难和障碍,最终获得成功。新课程特别强调要关注每个学生的情感,激发他们学习英语的兴趣。基于小学生的年龄特点,在教学各个环节运用激励教学策略,激发学生学习的“内驱力”,使学生在英语学习中不断体验进步和成功,认识自我,建立自信,促使学生学会运用语言的能力,具有重要的意义。激励教育不仅仅是教育方法,更是一种教育思想。它强调主客观的统一,内外因的统一,知与行的统一。它以尊重学生为前提,以激发兴趣为先导,以开掘潜能为宗旨;着眼于学生学习动力系统及道德内化机制的完善,立足于他们主体性的发挥,从而促进他们生动、活泼、主动地发展。这是激励策略的实质,也是激励策略要达到的目标。
学生的知识和能力的获得,是在教师的激励和引导下,通过自己的内化活动来实现的。而要完成真正意义上的内化,学生学习的情感因素起着至关重要的作用。新的课程目标已由“关注知识”转向“关注学生”,教学过程要让学生的情感和兴趣始终处于最佳状态。要做到这一点,在教学过程中进行激励策略的研究就显得尤为重要,而小学英语课堂教学为激励策略的实践与探索提供了更大的空间。
笔者首先对河南省息县实验小学英语教学现状进行了抽样调查,调查方式包括问卷、访谈、课堂旁听等形式,结果发现如下问题:学生上课注意力不集中,不能按时交送作业,学习时心不在焉,考试成绩不理想;在教师方面,课堂教学几乎是“一张嘴,一支笔,从头讲到尾”的“填鸭式”教学,而学生只是被动的接受者、服从者,从而使学生学习被动、参与意识不强、学习兴趣不浓。针对该学校传统课堂教学创造性、主体性缺失的弊端和学生由于受智力和非智力因素的影响,存在各方面的个性差异。本文依据素质教育理论,在实验过程中笔者采取了有效的教育教学策略,启发、诱导、激励学生,培养学生的学习兴趣和激发学生的学习动机。在实验结果中发现,学生在原有的基础上取得了不同的进步和获得成功。所以,如何有效地激发学生的学习兴趣,激发学生的学习动机,使学生乐学、善学、博学具有重要的意义和价值。
本论文共有四章。第一章为引言,介绍本研究的内容、国内外存在的现状及研究意义;第二章为文献综述,主要阐述教学策略的结构和含义,激励策略的含义、分类、理论依据,以及学习动机国内外研究综述和应该遵循的原则;第三章是影响外语学习的因素、激励策略的教学理念,及常用的教学手段;第四章为实验教学研究分析,以及相关启示;第五章为结语,总结全文,并对进一步研究提出展望。
The basic meaning of incentive is a kind of psychological activities which stimulates people's motivation to produce the inner momentum to drive him or her to strive for one's aim. Incentive can help people overcome various difficulties and obstacles they meet in the course of improvement and ultimately attain success. The new course criteria appointed recently by the Education Ministry of China lay great stress on paying attention to students' emotion and stimulating students' interest in learning English. Based on primary students' characteristics of the age, it is of great importance in adopting incentive strategies in English teaching. It can arouse student's inner drive so that they can continuously experience progress and success, thus realize themselves and build up confidence and finally acquire the ability to use English. Incentive education is not only educational methods, but also educational thoughts. It stresses the unity of the objective and subjective, inside and outside, understanding and action. Respecting for students as the premise, stimulating interest as the pilot, generating potential as the aim, it focuses on the improvement of the students' learning power system and the moral internalization mechanism. Based on the display of the subject, it aims to promote their development in a vivid, lively and initiative way. This is both the core and the targets of the incentive strategy.
The students' acquirement of knowledge and ability is achieved through the teacher's encouragement and guidance and their own internalization activities. To complete the internalization in the true sense, students' emotional factor plays a vital role. The goal of the new curriculum has transformed from "concerned about the knowledge" to "concerned about students", and the teaching process should put the students' interesting and emotion in the best conditions. To achieve this, it is particularly important to conduct research on incentive strategy in the process of teaching activity. The primary school English classroom has provided more room for the practice and exploration of the incentive strategy.
The author conducted a survey on the condition of the English teaching in the Experimental Primary School in XiXian county of Henan Province. Questionnaires, interviews, observing the proceedings were adopted in the survey .Many problems are found, for example, that students are not concentrative in class, that students can not submit their papers in time, that students are absent-minded in learning, thus achieve poorly in examination, which reflects the problem—they lack learning motivation. The cramming method of teaching is almost the only teaching strategy in classroom, which can be described vividly as " a mouth, a piece of chalk, through beginning to end", therefore, students are only passive receivers or the obedient, resulting in students' passive learning, lack of the sense of involvement and leaning interest. Against the lose of creativity and subjectivity in traditional school teaching and the existence of the personality differences due to intelligence and non-intellectual factors, in the course of the experiments the author took effective teaching strategies in order to inspire, induce and encourage students to cultivate interest in learning and stimulate students' learning motivation based on the theory of quality education. The experimental results are that students achieved different progress and success. Consequently, it is a major concern to do researches on how to stimulate students learning motive.
The paper consists of four parts. Chapter One is introduction presenting the main contents of this research, the current situation home and abroad as well as the research significance. Chapter Two is a review of literature, introducing the structures and implications of teaching strategies, the concept of incentive strategy, the research on learning motive theories home and abroad and the application situation of them. Chapter Three is an application of the concept of incentive strategies and the common teaching methods and techniques. Chapter Three is the details of experiment including the processes of it and the collection and analysis of the statistics. Chapter Four is the conclusion drawn to discuss the result of experiment and put forward some detailed suggestions on the further research.
学生的知识和能力的获得,是在教师的激励和引导下,通过自己的内化活动来实现的。而要完成真正意义上的内化,学生学习的情感因素起着至关重要的作用。新的课程目标已由“关注知识”转向“关注学生”,教学过程要让学生的情感和兴趣始终处于最佳状态。要做到这一点,在教学过程中进行激励策略的研究就显得尤为重要,而小学英语课堂教学为激励策略的实践与探索提供了更大的空间。
笔者首先对河南省息县实验小学英语教学现状进行了抽样调查,调查方式包括问卷、访谈、课堂旁听等形式,结果发现如下问题:学生上课注意力不集中,不能按时交送作业,学习时心不在焉,考试成绩不理想;在教师方面,课堂教学几乎是“一张嘴,一支笔,从头讲到尾”的“填鸭式”教学,而学生只是被动的接受者、服从者,从而使学生学习被动、参与意识不强、学习兴趣不浓。针对该学校传统课堂教学创造性、主体性缺失的弊端和学生由于受智力和非智力因素的影响,存在各方面的个性差异。本文依据素质教育理论,在实验过程中笔者采取了有效的教育教学策略,启发、诱导、激励学生,培养学生的学习兴趣和激发学生的学习动机。在实验结果中发现,学生在原有的基础上取得了不同的进步和获得成功。所以,如何有效地激发学生的学习兴趣,激发学生的学习动机,使学生乐学、善学、博学具有重要的意义和价值。
本论文共有四章。第一章为引言,介绍本研究的内容、国内外存在的现状及研究意义;第二章为文献综述,主要阐述教学策略的结构和含义,激励策略的含义、分类、理论依据,以及学习动机国内外研究综述和应该遵循的原则;第三章是影响外语学习的因素、激励策略的教学理念,及常用的教学手段;第四章为实验教学研究分析,以及相关启示;第五章为结语,总结全文,并对进一步研究提出展望。
The basic meaning of incentive is a kind of psychological activities which stimulates people's motivation to produce the inner momentum to drive him or her to strive for one's aim. Incentive can help people overcome various difficulties and obstacles they meet in the course of improvement and ultimately attain success. The new course criteria appointed recently by the Education Ministry of China lay great stress on paying attention to students' emotion and stimulating students' interest in learning English. Based on primary students' characteristics of the age, it is of great importance in adopting incentive strategies in English teaching. It can arouse student's inner drive so that they can continuously experience progress and success, thus realize themselves and build up confidence and finally acquire the ability to use English. Incentive education is not only educational methods, but also educational thoughts. It stresses the unity of the objective and subjective, inside and outside, understanding and action. Respecting for students as the premise, stimulating interest as the pilot, generating potential as the aim, it focuses on the improvement of the students' learning power system and the moral internalization mechanism. Based on the display of the subject, it aims to promote their development in a vivid, lively and initiative way. This is both the core and the targets of the incentive strategy.
The students' acquirement of knowledge and ability is achieved through the teacher's encouragement and guidance and their own internalization activities. To complete the internalization in the true sense, students' emotional factor plays a vital role. The goal of the new curriculum has transformed from "concerned about the knowledge" to "concerned about students", and the teaching process should put the students' interesting and emotion in the best conditions. To achieve this, it is particularly important to conduct research on incentive strategy in the process of teaching activity. The primary school English classroom has provided more room for the practice and exploration of the incentive strategy.
The author conducted a survey on the condition of the English teaching in the Experimental Primary School in XiXian county of Henan Province. Questionnaires, interviews, observing the proceedings were adopted in the survey .Many problems are found, for example, that students are not concentrative in class, that students can not submit their papers in time, that students are absent-minded in learning, thus achieve poorly in examination, which reflects the problem—they lack learning motivation. The cramming method of teaching is almost the only teaching strategy in classroom, which can be described vividly as " a mouth, a piece of chalk, through beginning to end", therefore, students are only passive receivers or the obedient, resulting in students' passive learning, lack of the sense of involvement and leaning interest. Against the lose of creativity and subjectivity in traditional school teaching and the existence of the personality differences due to intelligence and non-intellectual factors, in the course of the experiments the author took effective teaching strategies in order to inspire, induce and encourage students to cultivate interest in learning and stimulate students' learning motivation based on the theory of quality education. The experimental results are that students achieved different progress and success. Consequently, it is a major concern to do researches on how to stimulate students learning motive.
The paper consists of four parts. Chapter One is introduction presenting the main contents of this research, the current situation home and abroad as well as the research significance. Chapter Two is a review of literature, introducing the structures and implications of teaching strategies, the concept of incentive strategy, the research on learning motive theories home and abroad and the application situation of them. Chapter Three is an application of the concept of incentive strategies and the common teaching methods and techniques. Chapter Three is the details of experiment including the processes of it and the collection and analysis of the statistics. Chapter Four is the conclusion drawn to discuss the result of experiment and put forward some detailed suggestions on the further research.
引文
Ausubel,D.A.Educational Psychology:A cognitive view[M].New York:Holt,Rinehart & Winston,1968.
Mitchell,R.& Myles,F.Second Language Learning theories[M].London:Edward Arnold,1998:19.
James,P.R.1996.150 Ways to Increase Intrinsic Motivation in the Classroom[M].Ally & Bacon A Simon & Schuster Company.
Gardener,R.C &Lambert,W.E,Attitudes and Motivation in Second Language Leaming [M].Newbury House:Rowley MA,1972.
Gardner,R.C & Lambert,W.E.Motivational Variables in second Language Acquisition [J].Canadian Journal of Psychology,1959,(13):226-272.
Crookes,G & Schmindt,R.Motivation:Reopening the Research Agenda[J].Learning,1991,(41):469-512.
Gardener,R.C.& Trembley,P.F.On Motivation:Measurement and Conceptual Considerations[J].The Modern Language.Journal,1994,(78):524-527.
Dormeyei,Z.Motivation and Motivating in the Foreign Language Classroom[J].The Modern Language Journal,1994,(78):273-284.
Ellis,R.understanding Second.Language Acquistition[M].Oxford:Oxford University Press,1985.
Julkunen,K.Tasks Motivation,and Learning in Foreign Language[M].Helsinki,Finland:University of Helsinki,Department of Teacher Education,1997.
Brophy,J.E.Teacher.Praise:A Fuctional Analysis[J].Review of Educational Research,1981,(51):5-32.
张春兴.教育心理学:三化取向的理论与实践[M].杭州:浙江教育出版社,2000:291-331.
刘润清.外语教学与学习:理论与实践[M].北京:高等教育出版社,1995:455-459.
贾冠杰.外语教育心理学[M].南京:广西教育出版社,2003:16-23.
邱传伟.二语/外语学习动机研究发展速评[J].天津外国语学院学报,2005,(2):57-61.
龚亚夫.任务型语言教学[M].北京:人民教育出版社,2003.
许金声等译,马斯洛著.动机与人格[M].北京:人民大学出版社,2005。
唐海燕.激励性教学策略研究的实验报告[J].上海:上海外语出版社,2007.
教育部.基础教育课程改革纲要[M].北京:北京师范大学出版社,2001
教育部.普通中学英语课程标准[J].北京:人民教育出版社,2003.
秦晓晴,文秋芳.非英语专业大学生学习动机的内在结构[J].外语教学与研究,2002,(1):51-58.
石景玲.Dornyei动机模式下的实证研究[J].广东外语外贸大学学报,2005,(30):80-84.
蒋炎富.小学生英语学习动机的调查报告与分析[J].中小学英语教学与研究,2005,(11):16-21.
周榕,何广铿.对小学毕业生英语学习策略和情感态度的现状调查[J].中小学英语教学,2004,(2):1-4.
葛炳芳.关于中学生英语学习动机,观念,策略关系的一项实证研究[J].国外外语教学,2000,(6):45-48.
戴军熔.小学生英语学习情感态度的调查与分析[J].中小学英语教学与研究,2005,(9):37-43.
温爱英.动机对初中生英语学习的影响[J].课程、教材、教法,2005,(12):49-53.
戚焱、陈玲.中学生英语学习动机、观念与策略的研究与分析[J].国外外语教学,2006,(1):86-88.
李振华.动机因素对英语学习成绩影响的个案研究[J].延安教育学院学报,2005,(11):51-53.
Mitchell,R.& Myles,F.Second Language Learning theories[M].London:Edward Arnold,1998:19.
James,P.R.1996.150 Ways to Increase Intrinsic Motivation in the Classroom[M].Ally & Bacon A Simon & Schuster Company.
Gardener,R.C &Lambert,W.E,Attitudes and Motivation in Second Language Leaming [M].Newbury House:Rowley MA,1972.
Gardner,R.C & Lambert,W.E.Motivational Variables in second Language Acquisition [J].Canadian Journal of Psychology,1959,(13):226-272.
Crookes,G & Schmindt,R.Motivation:Reopening the Research Agenda[J].Learning,1991,(41):469-512.
Gardener,R.C.& Trembley,P.F.On Motivation:Measurement and Conceptual Considerations[J].The Modern Language.Journal,1994,(78):524-527.
Dormeyei,Z.Motivation and Motivating in the Foreign Language Classroom[J].The Modern Language Journal,1994,(78):273-284.
Ellis,R.understanding Second.Language Acquistition[M].Oxford:Oxford University Press,1985.
Julkunen,K.Tasks Motivation,and Learning in Foreign Language[M].Helsinki,Finland:University of Helsinki,Department of Teacher Education,1997.
Brophy,J.E.Teacher.Praise:A Fuctional Analysis[J].Review of Educational Research,1981,(51):5-32.
张春兴.教育心理学:三化取向的理论与实践[M].杭州:浙江教育出版社,2000:291-331.
刘润清.外语教学与学习:理论与实践[M].北京:高等教育出版社,1995:455-459.
贾冠杰.外语教育心理学[M].南京:广西教育出版社,2003:16-23.
邱传伟.二语/外语学习动机研究发展速评[J].天津外国语学院学报,2005,(2):57-61.
龚亚夫.任务型语言教学[M].北京:人民教育出版社,2003.
许金声等译,马斯洛著.动机与人格[M].北京:人民大学出版社,2005。
唐海燕.激励性教学策略研究的实验报告[J].上海:上海外语出版社,2007.
教育部.基础教育课程改革纲要[M].北京:北京师范大学出版社,2001
教育部.普通中学英语课程标准[J].北京:人民教育出版社,2003.
秦晓晴,文秋芳.非英语专业大学生学习动机的内在结构[J].外语教学与研究,2002,(1):51-58.
石景玲.Dornyei动机模式下的实证研究[J].广东外语外贸大学学报,2005,(30):80-84.
蒋炎富.小学生英语学习动机的调查报告与分析[J].中小学英语教学与研究,2005,(11):16-21.
周榕,何广铿.对小学毕业生英语学习策略和情感态度的现状调查[J].中小学英语教学,2004,(2):1-4.
葛炳芳.关于中学生英语学习动机,观念,策略关系的一项实证研究[J].国外外语教学,2000,(6):45-48.
戴军熔.小学生英语学习情感态度的调查与分析[J].中小学英语教学与研究,2005,(9):37-43.
温爱英.动机对初中生英语学习的影响[J].课程、教材、教法,2005,(12):49-53.
戚焱、陈玲.中学生英语学习动机、观念与策略的研究与分析[J].国外外语教学,2006,(1):86-88.
李振华.动机因素对英语学习成绩影响的个案研究[J].延安教育学院学报,2005,(11):51-53.