英语专业大学生参与度对其成绩的影响
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-29编辑:lgg点击率:7148
论文字数:37154论文编号:org201707262247434218语种:英语 English地区:中国价格:$ 66
关键词:英语论文范文英语学习成绩促进因素抑制因素
摘要:本文是英语论文范文,本研究中,考虑到对中国的教育现状的具体语境出发,以参与和大学生英语表现和试图阐明学生啮合或脱离课堂使每个维度之间的关系,以帮助教师更好地了解学生学习和工作需要,与他们在一个跨文化的学术环境的学生。
Chapter 1 Introduction
Available studies in western countries on student engagement put emphasis on the three-dimension construct of student engagement, the positive correlation between student engagement and learning achievement and the factors that influencing student engagement level. Based on the previous study findings and the developed theoretical framework and practical methods in the present study, this study aims to figure out how the three indicators influence student learning achievement in the context of English as foreign language (EFL).
1.1 Background
When referring to the education in China, people are used to think of teacher-centered, passive learners and rote learning style. However, since the reform and opening up policy in 1978, teachers, students and classrooms in China have changed a lot. Classroom teaching and learning is expected to be a process that teachers and students actively participate in all kinds of activities, from which they interact with each other and make progress together. During this process, students become the main part of learning process while teacher’s role is changed to be an organizer, a guide and a cooperator. It becomes the vital mission that teachers should encourage students to become active learners (Bastable, 2008) and adopt innovative teaching methods to facilitate learning. Meanwhile, many questions come up with this instruction: What is student engagement? Why student engagement is quite crucial? What are the factors affecting student engagement? In the past few decades, these three questions related to student engagement have been hotly discussed among many researchers and have reached some agreements in recent years (Newmann, Wehlage, & Lamborn, 1992; Howard, James, & Tayloe, 2002). Firstly, the term of student engagement is various and the model of subcomponents of student engagement has developed from a two-dimensional model (Nystrand & Gamoran, 1991; Roth & Damico, 1996) to a three-component model since the concept of student engagement in the nineties was brought forth. Fredicks and Mc Colskey (2012) reviewed the terms and subcomponents of student engagement. As for the terms, they include: student engagement, school engagement, academic engagement, engagement in class and so forth and sometimes “engagement” is mixed up with “participation” and “involvement”. However, as Abdullah, Bakar and Mahbob (2012, pp. 61-70) defined participation in his research that “participation in classroom is the acts of involvement in the class activities.... active participation includes asking questions,
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