高职学生英语学习动机研究
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摘要
近二十年来,社会经济发展对职业性、应用性、技术性人才的需求不断扩大,我国高等职业教育从无到有,从小到大,取得了长足的发展。特别是跨入新世纪以后,随着社会对高等职业技术人才需求的增加,高等职业教育得到迅猛发展。高职学生作为一个新的受教育群体,它既超越于中等职业技术学校学生,也不等同于一般普通本、专科学生,而有着自身的特殊性。目前,国内对高职学生英语学习心理与学习动机方面的研究比较少见,结合实证研究的则更少。
本文阐述了高等职业教育的教育要求与发展现状,剖析了动机理论与高职学生英语学习的多方面影响因素。同时,采用调查研究的方法对高职学生这个新的受教育群体的英语学习动机和心理进行了调查与分析。接着,论文根据调查结果对如何培养、激发、控制和维持高职学生英语学习动机提出了切实可行的措施和办法。最后,论文对高职学生英语学习动机与心理调查和分析做出了归纳、总结,并对今后的进一步研究提出了建议。
本文共分六个部分:第一章为绪论,阐述了高职教育与高职英语教学的发展现状,该选题研究的目的、意义与方法。第二章为动机理论及相关概念综述,概述前人对学习动机所做的研究,界定动机与英语学习动机,对学习动机进行分类,对相关的几个概念进行定义与辨析。第三章为高职学生英语学习的影响因素分析,从社会因素(历史和文化、经济环境、外语环境、家庭环境)、高职学生自身的特点、高职学生之间的影响以及高职学校和教师的因素这四个方面对高职学生英语学习的影响因素进行了详细的分析与阐述。第四章为高职学生英语学习动机的调查与分析,对重庆教育学院各专业、各年级的高职学生英语学习动机与学习情况进行了详细的调查分析。第五章为高职学生英语学习动机的培养、激发、控制与维持,从多个角度(心理学、控制论、管理学等)提出了培养、激发、控制与维持高职学生英语学习动机的策略和方法。第六章为结论,简单概述了研究结果与过程,提出研究的不足与展望。
In recent decades, the socio-economic development of vocational and application, the demand for technical talent constantly expanding, China's higher vocational education from scratch, from small to large, have made great strides in development. Especially since the advent of the new century, with the community's demand for higher vocational and technical personnel increases and higher vocational education by rapid development. Vocational high schools as a new educational groups, it beyond students in secondary vocational technical schools, not entirely equivalent to the general college students, but has its own special characteristics. Vocational students on the current domestic English learning psychology and motivation of relatively rare, with very little empirical research is.
This paper is divided into six parts:
Chapter I Introduction. Expounded Vocational Education and Development of the teaching of English, the significance of the research topics and methods, on the vocational college students study English learning motivation of the study.
Chapter II Motivation theory and related concepts Analysis. Learning motivation predecessors outlined by the study, to define motives and English learning motivation, the motivation to learn to classify, several of the concepts related to the definition and Analysis.
Chapter III The Higher Vocational students learning English influencing factors analysis. From the social factors (historical, and cultural and economic environment, foreign language environment, the family environment) , the vocational college students own identity, the impact of higher vocational students and the higher vocational schools and teachers, from four aspects of the vocational students learning English influencing factors were analyzed and explained in detail.
Chapter IV Vocational College Students Learning English motivated investigation and analysis. The Chongqing Institute of Education Vocational College Students learning English and learning motivation to carry out an analysis of detailed investigation.
Chapter V motivated vocational students learning English training to inspire, control and maintain. From various angles (psychology, cybernetics, management, etc.) For training to inspire, control and maintenance of the vocational students learning motivation countermeasures and methods.
Chapter VI conclusions. The findings outlined with a simple process, the proposal to examine the shortage and prospects.
本文阐述了高等职业教育的教育要求与发展现状,剖析了动机理论与高职学生英语学习的多方面影响因素。同时,采用调查研究的方法对高职学生这个新的受教育群体的英语学习动机和心理进行了调查与分析。接着,论文根据调查结果对如何培养、激发、控制和维持高职学生英语学习动机提出了切实可行的措施和办法。最后,论文对高职学生英语学习动机与心理调查和分析做出了归纳、总结,并对今后的进一步研究提出了建议。
本文共分六个部分:第一章为绪论,阐述了高职教育与高职英语教学的发展现状,该选题研究的目的、意义与方法。第二章为动机理论及相关概念综述,概述前人对学习动机所做的研究,界定动机与英语学习动机,对学习动机进行分类,对相关的几个概念进行定义与辨析。第三章为高职学生英语学习的影响因素分析,从社会因素(历史和文化、经济环境、外语环境、家庭环境)、高职学生自身的特点、高职学生之间的影响以及高职学校和教师的因素这四个方面对高职学生英语学习的影响因素进行了详细的分析与阐述。第四章为高职学生英语学习动机的调查与分析,对重庆教育学院各专业、各年级的高职学生英语学习动机与学习情况进行了详细的调查分析。第五章为高职学生英语学习动机的培养、激发、控制与维持,从多个角度(心理学、控制论、管理学等)提出了培养、激发、控制与维持高职学生英语学习动机的策略和方法。第六章为结论,简单概述了研究结果与过程,提出研究的不足与展望。
In recent decades, the socio-economic development of vocational and application, the demand for technical talent constantly expanding, China's higher vocational education from scratch, from small to large, have made great strides in development. Especially since the advent of the new century, with the community's demand for higher vocational and technical personnel increases and higher vocational education by rapid development. Vocational high schools as a new educational groups, it beyond students in secondary vocational technical schools, not entirely equivalent to the general college students, but has its own special characteristics. Vocational students on the current domestic English learning psychology and motivation of relatively rare, with very little empirical research is.
This paper is divided into six parts:
Chapter I Introduction. Expounded Vocational Education and Development of the teaching of English, the significance of the research topics and methods, on the vocational college students study English learning motivation of the study.
Chapter II Motivation theory and related concepts Analysis. Learning motivation predecessors outlined by the study, to define motives and English learning motivation, the motivation to learn to classify, several of the concepts related to the definition and Analysis.
Chapter III The Higher Vocational students learning English influencing factors analysis. From the social factors (historical, and cultural and economic environment, foreign language environment, the family environment) , the vocational college students own identity, the impact of higher vocational students and the higher vocational schools and teachers, from four aspects of the vocational students learning English influencing factors were analyzed and explained in detail.
Chapter IV Vocational College Students Learning English motivated investigation and analysis. The Chongqing Institute of Education Vocational College Students learning English and learning motivation to carry out an analysis of detailed investigation.
Chapter V motivated vocational students learning English training to inspire, control and maintain. From various angles (psychology, cybernetics, management, etc.) For training to inspire, control and maintenance of the vocational students learning motivation countermeasures and methods.
Chapter VI conclusions. The findings outlined with a simple process, the proposal to examine the shortage and prospects.
引文
[1]黄爱华.从边缘走向中心:高等职业教育的新理念.职业技术教育[J].北京:中国人民大学书报资料中心,2003
[2]陈时见.课程与教学[M].南宁:广西师范大学出版社,2001
[3]桂诗春.中国学生英语学习心理[M].长沙:湖南教育出版社,1992
[4]胡德海.教育学原理[M].兰州:甘肃教育出版社,1998
[5]胡春洞.英语教学法[M].北京:高等教育出版社,1990
[6]黄尧.与时俱进不断创新推动五年制高等职业教育稳步发展.职业技术教育[J].北京:中国人民大学书报资料中心,2003
[7]黄济,王策三.现代教育论[M].北京:人民教育出版社,1996
[8]贾冠杰.外语教育心理学[M].南宁:广西教育出版社,2003
[9]李岚清,《李岚清教育访谈录》[M].北京:人民教育出版社,2003
[10]廖哲勋,田慧生.课程新论[M].北京:教育科学出版社,2003
[11]李庭萝.英语教学法[M].北京:高等教育出版社,1983
[12]李秉德.教学论[M].北京:人民教育出版社,2001
[13]李定仁,徐继存.教学论研究二十年[M]北京:人民教育出版社,2001
[14]刘电芝.教育与心理研究方法[M].重庆:西南师范大学出版社,1997
[15]吕京.Face Theory in English teaching[C].21世纪英语教学理论与实践.北京:大学英语编辑部,2003
[16]吕京.Students' English-learning Motivation[J].教育科学杂志(6).香港:香港新闻出版社,2003
[17]吕京.高职生英语学习情况的调查报告[J].高等职业教育一天津职业大学学报(2).天津:《天津职业大学学报》编辑部,2003
[18]江萍.高职英语教学改革与实践的科学总结.兰州石化职业技术学院学报,2004
[19]刘春生,徐长发.职业教育学.北京:教育科学出版社,2002
[20]李永宁,武俊梅,王细娇.试论高职学生外语自主学习能力的培养.温州职业技术学院学报,2002第4期
[21]黎晓伟.高职生英语学习低效的原因分析与对策.职业技术教育,2004(8)
[22]吕京,叶沿利,谢小平.高职生英语学习情况的调查报告.高等职业教育—天津职业大学学报,2003第2期
[23]孙喜亭.教育原理.北京:北京师范大学出版社,1993
[24]沈德立.智力因素的理论与实践[M].北京:教育科学出版社,1997
[25]杜瑞清.跨文化交际学选读.西安西安交通大学出版社,2005
[26]黄希庭.人格心理学.浙江教育出版社,2002
[27]黄希庭.心理学导论.人民教育出版社,2001
[28]麦尔思著,黄希庭译.心理学(第七版).人民邮电出版社,2006
[29]黄希庭.心理健康教育.高等教育出版社,2001
[30]张大均.教与学的策略.人民教育出版社,2003
[31]张大均.教师心理素质与专业性的发展.人民教育出版社,2005
[32]Aida,Y.Examination of Horwitz,Horwitz and Cope' s construct of foreign language anxiety:The case of students of JapaneselJ].Modern Language Journal,1994,78
[33]Dornyei,Z.Motivation and motivating and foreign language learning[J].Language Learning,1998,31
[34]Ellis,R.The Study of Second Language acquisition[M].Oxford:Oxford University Press,1994
[2]陈时见.课程与教学[M].南宁:广西师范大学出版社,2001
[3]桂诗春.中国学生英语学习心理[M].长沙:湖南教育出版社,1992
[4]胡德海.教育学原理[M].兰州:甘肃教育出版社,1998
[5]胡春洞.英语教学法[M].北京:高等教育出版社,1990
[6]黄尧.与时俱进不断创新推动五年制高等职业教育稳步发展.职业技术教育[J].北京:中国人民大学书报资料中心,2003
[7]黄济,王策三.现代教育论[M].北京:人民教育出版社,1996
[8]贾冠杰.外语教育心理学[M].南宁:广西教育出版社,2003
[9]李岚清,《李岚清教育访谈录》[M].北京:人民教育出版社,2003
[10]廖哲勋,田慧生.课程新论[M].北京:教育科学出版社,2003
[11]李庭萝.英语教学法[M].北京:高等教育出版社,1983
[12]李秉德.教学论[M].北京:人民教育出版社,2001
[13]李定仁,徐继存.教学论研究二十年[M]北京:人民教育出版社,2001
[14]刘电芝.教育与心理研究方法[M].重庆:西南师范大学出版社,1997
[15]吕京.Face Theory in English teaching[C].21世纪英语教学理论与实践.北京:大学英语编辑部,2003
[16]吕京.Students' English-learning Motivation[J].教育科学杂志(6).香港:香港新闻出版社,2003
[17]吕京.高职生英语学习情况的调查报告[J].高等职业教育一天津职业大学学报(2).天津:《天津职业大学学报》编辑部,2003
[18]江萍.高职英语教学改革与实践的科学总结.兰州石化职业技术学院学报,2004
[19]刘春生,徐长发.职业教育学.北京:教育科学出版社,2002
[20]李永宁,武俊梅,王细娇.试论高职学生外语自主学习能力的培养.温州职业技术学院学报,2002第4期
[21]黎晓伟.高职生英语学习低效的原因分析与对策.职业技术教育,2004(8)
[22]吕京,叶沿利,谢小平.高职生英语学习情况的调查报告.高等职业教育—天津职业大学学报,2003第2期
[23]孙喜亭.教育原理.北京:北京师范大学出版社,1993
[24]沈德立.智力因素的理论与实践[M].北京:教育科学出版社,1997
[25]杜瑞清.跨文化交际学选读.西安西安交通大学出版社,2005
[26]黄希庭.人格心理学.浙江教育出版社,2002
[27]黄希庭.心理学导论.人民教育出版社,2001
[28]麦尔思著,黄希庭译.心理学(第七版).人民邮电出版社,2006
[29]黄希庭.心理健康教育.高等教育出版社,2001
[30]张大均.教与学的策略.人民教育出版社,2003
[31]张大均.教师心理素质与专业性的发展.人民教育出版社,2005
[32]Aida,Y.Examination of Horwitz,Horwitz and Cope' s construct of foreign language anxiety:The case of students of JapaneselJ].Modern Language Journal,1994,78
[33]Dornyei,Z.Motivation and motivating and foreign language learning[J].Language Learning,1998,31
[34]Ellis,R.The Study of Second Language acquisition[M].Oxford:Oxford University Press,1994
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