环境英语论文提纲

论文题目：新手教师和专家型教师初中英语课堂环境与学生学习投入的对比研究

摘要：英语课堂环境和学生学习投入在外语教学中发挥着重要作用,但以往的研究主要关注大学生的课堂环境与学生学习投入的关系,或者学习投入与学习成绩的关系。所以本研究主要对比新手教师和专家型教师初中英语课堂环境及学生学习投入的差异,并分析产生差异的原因。这为以后的研究提供了一点借鉴,并激发以后的学者在这方面进行更深层次的研究和讨论。此外,通过对比英语课堂环境和学生学习投入的不同,为教师的教和学生的学提出了一些建议。使新手教师和专家型教师取长补短,努力创造更好的课堂环境来促进学生的学习投入。本研究主要采用问卷调查法,访谈法和课堂观察,对X市某中学初二年级四个班级的266位学生进行了问卷调查和八节课的课堂观察,以及对两位新手教师及其所在班级的两位学生和两位专家型教师及其所在班级的两位学生进行了访谈。本研究基于Moos的人类环境理论,Rogers的人本主义理论和Dewey的“做中学”,旨在研究以下问题。第一,新手教师和专家型教师的初中英语课堂环境是否存在差异?差异如何?第二,新手教师和专家型教师的初中学生学习投入是否存在差异?差异如何?第三,导致新手教师和专家型教师的初中英语课堂环境和学生学习投入产生差异的原因是什么?本研究通过SPSS 24.0对231份课堂环境问卷,255份学生学习投入问卷以及对四名教师及名学生访谈结果的整理与分析,得出以下结论。第一,新手教师和专家型教师的英语课堂环境存在显著差异,且专家型教师的英语课堂环境优于新手教师的英语课堂环境。在课堂环境的教师支持、任务取向、班级秩序和学生亲和方面有显著差异,且专家型教师的班级优于新手教师的班级;课堂环境的学生合作方面有显著差异,且新手教师的班级优于专家型教师的班级。第二,新手教师和专家型教师班级学生的学习投入存在显著差异。学生的行为投入方面,新手教师的班级优于专家型教师的班级;情感投入方面,专家型教师的班级优于新手教师的班级。第三,导致课堂环境产生差异的原因主要是教师的专业水平,教学经验,教师权威的树立以及课堂组织形式的不同;导致学生学习投入产生差异的原因主要是学生学习目标,受到教师支持的程度以及上课形式的不同。本研究通过对比新手教师和专家型教师初中英语课堂环境及学生学习投入的差异,对教师的教和初中生的学这两个方面提出了建议。新手教师和专家型教师要在初中英语课堂环境的不同方面取长补短,努力创造更好的英语课堂环境来提高初中生的学习投入。学生也应该在良好的课堂环境下,主动提问,积极与教师互动,明确自己的学习目标来提高学习投入。

关键词：英语课堂环境;学生学习投入;新手教师和专家型教师;对比研究

学科专业：教育硕士（专业学位）

中文摘要

abstract

ChapterⅠ Introduction

1.1 Background of the Study

1.2 Significance of the Study

1.2.1 Theoretical Significance

1.2.2 Practical Significance

1.3 Organization of the Thesis

ChapterⅡ Literature Review

2.1 The Definition of Key Terms

2.1.1 Novice Teachers

2.1.2 Expert Teachers

2.1.3 Classroom Environment

2.1.4 English Classroom Environment

2.1.5 Students’Learning Engagement

2.1.6 Students’English Learning Engagement

2.2 The Theoretical Foundation

2.2.1 Human Environment Theory

2.2.2 Humanistic Theory

2.2.3 Learning by Doing

2.3 Related Studies on English Classroom Environment and Students’LearningEngagement Abroad and at Home

2.3.1 English Classroom Environment Abroad

2.3.2 English Classroom Environment at Home

2.3.3 Students’Learning Engagement Abroad

2.3.4 Students’Learning Engagement at Home

2.3.5 Relationship between Classroom Environment and Students’ Learning Engagement Abroad

2.3.6 Relationship between Classroom Environment and Students’ LearningEngagement at Home

ChapterⅢ Research Methodology

3.1 Research Questions

3.2 Research Subjects

3.3 Research Instruments

3.3.1 Questionnaire

3.3.2 Classroom Observation

3.3.3 Interview

3.4 Data Collection and Analysis

3.4.1 Data Collection

3.4.2 Data Analysis

ChapterⅣ Results and Discussions

4.1 The Differences of English Classroom Environment between NoviceTeachers and Expert Teachers in Junior High Schools

4.1.1 The Differences in Each Dimension

4.1.2 The Differences in Teacher Support

4.1.3 The Differences in Cooperation

4.2 The Differences of Students’Learning Engagement between Novice Teachersand Expert Teachers in Junior High Schools

4.2.1 The Differences of Students’Behavioral Engagement

4.2.2 The Differences of Students’Emotional Engagement

4.3 The Reasons that Cause the Differences in English Classroom Environmentand Students’ Learning Engagement between Novice Teachers and Expert Teachers in Junior High Schools

4.3.1 The Reasons that Cause the Differences in English Classroom Environment

4.3.2 The Reasons that Cause the Differences in Students’ Learning Engagement

ChapterⅤ Conclusion

5.1 Major Findings

5.2 Pedagogical Implications for Creating of English Classroom Environment by Teachers and the Improvement of Students’Learning Engagement

5.3 Limitations of the Study and Suggestions for Further Research

References

AppendixⅠ

AppendixⅡ

AppendixⅢ

AppendixⅣ

AppendixⅤ

Acknowledgements