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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2021-09-16编辑:vicky点击率:3035
论文字数:45855论文编号:org202109101115241910语种:英语 English地区:中国价格:$ 66
关键词:高中英语论文
摘要:本文是一篇高中英语论文,从这项研究的结果中可以得出一些启示,将从三个方面进行讨论。首先,对于学生来说,他们应该逐步学会通过多种渠道整合各种阅读材料和获取与英语主题相关的资源的能力,有效地计划学习时间和任务,选择适当的策略和方法,监控、评估,反思并调整他们的学习内容和过程。
2.2.1 Definitions of interest
Interest belongs to non-intelligent factors, which mainly include the situation category and individual category. Interest is the psychological tendency of people to know something or engage in some activities. It is based on the need to know and explore external things, and it is an important motivation to promote people to know things and explore the truth. Interest has a direct interest and indirect interest. As for the concept of interest, different scholars interpret it from different perspectives. Schiefele (1996) analyzes the research on interest and finds that the definition of interest varies from internal motivation, theme-related emotion, attitude to cognitive motivation, liking, or curiosity. Ainley (1994) deems that interest refers to new things that are novel, unknown and confusing, which is a representative cognitive style of psychological tendency. Zhang (2000) holds that “interest refers to the psychological process in which individuals generate and realize their psychological expectations due to their desire to understand things and explore the truth in the interaction with the environment” (p. 27). Xia (2002) et al. reckon that “interest refers to people’s conscious tendency to seek knowledge and explore things based on certain needs, and is the intrinsic motivation of individual activities. Interest makes individuals pay more long-term attention to activities” (p. 58). Li (2011) points out that interest has a positive impact on people’s understanding and activities, but it is not necessarily conducive to improving the quality and effect of work. Interest has social constraints, different historical conditions, different social environments, their interest will have different characteristics. Therefore, for learners, active interest in learning is twice the result with half the effort.
Table 3.4 Reliability statistics
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Chapter Three Methodology ..................................... 21
3.1 Research questions ...................................... 21
3.2 Research methods ..................................... 21
Chapter Four Results and Discussion ............................... 28
4.1 The distributive characteristics of the themes in the textbooks .......................... 28
4. 2 The characteristics of the students’ interest in the themes................................... 34
Chapter Five Conclusion .................................... 58
5.1 Major findings of the study ............................................ 58
5.2 Implications of the study ........................ 60
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