發(fā)布時(shí)間：2024-06-11 03:56

　　經(jīng)歷了重重探索,21世紀(jì)新課程改革進(jìn)入實(shí)施階段已有十多年了。隨著“以人為本”的教育理念的盛行,新課程越來(lái)越重視學(xué)生的全面發(fā)展。其理念可以理解為,教育不僅包括學(xué)業(yè)上的成績(jī),也應(yīng)涉及有利于人的長(zhǎng)期發(fā)展的內(nèi)容。情感態(tài)度作為新課程英語(yǔ)語(yǔ)言能力培養(yǎng)目標(biāo)之一,它要求九年義務(wù)教育階段的英語(yǔ)課程不僅要訓(xùn)練學(xué)生在語(yǔ)言方面的知識(shí)與技能,也要培養(yǎng)他們積極的情感態(tài)度。為了探索初中英語(yǔ)教師對(duì)情感目標(biāo)的認(rèn)知情況以及改進(jìn)情感教育的落實(shí)情況,該文綜述了在學(xué)習(xí)、教學(xué)、教材Go for It三個(gè)方面的情感研究。接著,以初中英語(yǔ)教師為研究對(duì)象,通過(guò)問(wèn)卷調(diào)查和訪談的方式獲得實(shí)驗(yàn)數(shù)據(jù)和信息,并借助統(tǒng)計(jì)軟件SPSS 19.0進(jìn)行分析,該研究結(jié)果將解決以下問(wèn)題:1.初中英語(yǔ)教師對(duì)情感目標(biāo)的理解的現(xiàn)狀如何?什么原因造成了教師間的理解差異?2.基于教材Go for It,英語(yǔ)教師如何實(shí)施情感目標(biāo)?什么因素阻礙了情感教育的實(shí)施?3.有什么措施可以改進(jìn)情感目標(biāo)的實(shí)施現(xiàn)狀?研究結(jié)果表明,大多數(shù)(93.8%)的初中英語(yǔ)教師對(duì)情感目標(biāo)在概念上有不同程度的了解。超過(guò)一半(66%)的教師認(rèn)為情感目標(biāo)的教育應(yīng)涉及多方面,如關(guān)愛學(xué)生,調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣...

【文章頁(yè)數(shù)】：59 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1 Introduction
    1.1 Background
    1.2 Research purpose
    1.3 Research significance
    1.4 Structure of thesis
2 Literature Review
    2.1 Affects in learning
    2.2 Affects in teaching
    2.3 Affects in Textbook Go for It
    2.4 Summary
3 Research Design
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Research process
        3.4.1 Data collection
        3.4.2 Data analysis
4 Results and Discussion
    4.1 Teachers' understanding of affective objective
        4.1.1 Teachers'background information
        4.1.2 Status of teachers' understanding of affective objective
        4.1.3 Correlation analysis between teacher's understanding of affective objectiveand their background information
    4.2 Teachers' implementation of affective objective
        4.2.1 Status of teacher's implementation of affective objective
        4.2.2 Factors impeding the actualization of affective objective
    4.3 Measures on improving the present situation of affective education
5 Conclusion
    5.1 Findings
    5.2 Implications
        5.2.1 Improving teachers' understanding of affective objective
        5.2.2 Raising teachers' emotional qualities
        5.2.3 Making a long-term plan to improve teachers' personal charisma
        5.2.4 Providing a systematic affective education system
        5.2.5 Gaining more supports from society
        5.2.6 Building a diversified assessment system
    5.3 Limitations and recommendation
Bibliography
Appendix



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