高中生英语学习态度作用其英语学习,作用高中生英语学习态度的因素诸多，不同的因素导致高中生学习英语的态度不同。鉴于此，笔者对包头市重点高中第九中学高二年级的一个重点班与一个非重点班学生的英语学习态度进行了调查与略论探讨(两班均为随机抽取对象)。
首先，笔者通过对九中的老师、学生访问了解到学生的英语学习态度对其英语学习有重要的作用，英语毕业论文，英语学习态度与英语学习成绩间的作用问题是困扰老师与学生的难题。其次，作者对两个班学生的英语学习态度进行问卷调查。问卷为笔者针对所选两个班的120名学生编制而成（有效问卷114份），此问卷用来测试学生学习英语的态度对其英语学习的作用。最后，笔者对学生们所完成的问卷进行计分并用电脑中的科学略论软件SPSS 13.0略论了两班学生在英语学习态度方面的差异以及两班学生在本探讨中所涉及到的作用学习态度的各因素对英语学习的作用方面的差异；此软件对两班学生的英语学习态度与英语学习成绩的相关性也由T-检验作出略论。
探讨结果发现重点班学生的英语学习态度比非重点班学生的英语学习态度积极，他们更期望在学习上取得好成绩并实现自己的目标，英语论文范文，所以在学习方面更有自信心；重点班与非重点班学生的融入型动机、英语学习兴趣分别对其英语学习的作用具有显著性异同，两班学生的英语学习观、工具型动机、英语学习环境对其英语学习的作用无显著性异同；两班男生的英语学习态度与两班女生的英语学习态度无显著性异同；两班学生的英语学习态度与其英语学习成绩具有显著相关性。此探讨的结果要求高中英语老师必须针对作用重点班学生与非重点班学生英语学习态度的因素的不同采用适合不同群体的教学措施与策略。
本论文共分为六部分。
第一部分通过对高中生英语学习背景的略论提出该探讨的理论与实际意义。
第二部分阐述了学习态度的定义、构成、分类、作用因素、国内外对于学习态度的探讨及学习态度与学习成绩的相关性探讨。
第三部分根据高中生英语学习态度的背景及近况,略论英语学习态度分别对重点班学生与非重点班学生英语学习的作用，从而提出探讨目的与问题。
第四部分根据问卷结果，通过SPSS 13.0 软件略论了两班学生英语学习态度的差异及各班学生英语学习态度与英语学习成绩的相关性。
第五部分通过统计略论结果得出探讨的结果及讨论。
第六部分总结本课题探讨并提出探讨结论与教学启示。
关键词：英语学习态度，重点班与非重点班，比较探讨
Senior high school students’ attitude to their learning of English influence their English learning. Many factors influence students’ attitude to their learning of English in senior high school, and different factors lead to students’ different attitude to their learning of English. Given this, the writer carries out an investigation, an analysis and a study about students’ attitude to their learning of English in a key class and a non-key class in Grade Two from No. 9 middle school in Bao Tou(both classes were selected at random).
At first, the writer finds out that students’ attitude to their learning of English exercises great influence on their English learning. Teachers and students are obsessed by the problem of the relationship between students’ attitude and their learning results. Secondly, the writer investigates students’ attitude to their English learning from both classes by questionnaire. The questionnaire is compiled for 120 students in the two classes(altogether 140 effective questionnaire ). It is used to test the influence of students’ attitude to their English learning. At last, the writer analyzes the sameness and the difference of the influence of students’ attitude and the factors on their English learning by T-test from the software SPSS 13.0. The correlation between the students’ attitude to their English learning and their learning results of each class is also analyzed by the software SPSS 13.0
The research results show that the key class students’ attitude of English learning is more positive than that of the non-key class students’. The key class students are more self-confident in English learning because they expect better learning results so as to realize their own goals. The influence of students’ integrative motivation and learning interests on their English learning is different from each class. Male students’ attitude is the same as the female students’ attitude. Students’ learning results from both classes are closely related with their learning attitude. These results require teachers to adopt effective teaching methods and strategies according to different influence of the factors on students’ English learning of both classes. |
