發(fā)布時(shí)間：2024-05-27 01:13

　　《英語(yǔ)課程標(biāo)準(zhǔn)》中提出語(yǔ)言不僅是交流的工具,亦是思維的工具。然而,大量的語(yǔ)言輸入是學(xué)好英語(yǔ)的必經(jīng)之路,因此閱讀便成了一項(xiàng)重要的學(xué)習(xí)途徑,同時(shí)也成為一種測(cè)試學(xué)生英語(yǔ)能力的方法。目前在高中英語(yǔ)測(cè)試中,閱讀約占40%的比重。因此,本研究以班杜拉(1977)的自我效能感理論和班杜拉(1986)的社會(huì)認(rèn)知理論為基礎(chǔ),采用了文獻(xiàn)法、問(wèn)卷法和訪談法,基于邊玉芳(2002)、葉力(2008)的自我效能感問(wèn)卷的基礎(chǔ)上,編制了本研究所運(yùn)用的高中生英語(yǔ)閱讀自我效能感問(wèn)卷。本研究選取伊寧市第三中學(xué)的360名高中生作為研究對(duì)象,對(duì)高中生自我效能感與英語(yǔ)閱讀成績(jī)的相關(guān)性展開(kāi)實(shí)證研究,旨在了解伊寧市高中生英語(yǔ)閱讀自我效能感水平的整體現(xiàn)狀、自我效能感與英語(yǔ)閱讀成績(jī)的相關(guān)性、高分組和低分組在英語(yǔ)閱讀中自我效能感的異同。班杜拉(1977)的自我效能感包括水平、強(qiáng)度、廣度三個(gè)維度,具體地說(shuō),水平可分為新穎性、努力程度、精確性、生產(chǎn)性、威脅程度和自我調(diào)節(jié);強(qiáng)度可分為行為堅(jiān)定性、自信程度;廣度可分為活動(dòng)相似性程度、能力表現(xiàn)形式(行為的、認(rèn)知的、情感的)、情境特征屬性、行為指向個(gè)體特征。因此,本研究將回答以下三個(gè)問(wèn)題:1.伊寧市...

【文章頁(yè)數(shù)】：70 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgement
Abstract
摘要
Chapter 1 Introduction
    1.1Research Background
    1.2 Research Significance
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Relevant Concept
        2.1.1 Self-efficacy
        2.1.2 Reading
    2.2 Theoretical Basis
        2.2.1 Social Cognitive Theory
        2.2.2 Self-efficacy Theory
    2.3 Researches on Self-efficacy Abroad and at Home
        2.3.1 Researches on Self-efficacy Abroad
        2.3.2 Researches on Self-efficacy at Home
        2.3.3 Limitations of the Previous Researches
Chapter 3 Research Methods
    3.1 Research Aims
    3.2 Research Questions
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Self-efficacy Questionnaire
        3.4.2 Test Paper
        3.4.3 Interview
    3.5 Research Procedures
        3.5.1 Distribution and Collection of Questionnaire
        3.5.2 Collection and Analysis of Test Paper
        3.5.3 Selection and Analysis of the High and Low Performance Groups
        3.5.4 Analysis of Interview
Chapter 4 Results and Discussion
    4.1 General Characteristics of English Reading Self-Efficacy
    4.2 Correlation Between Self-efficacy and English Reading Performance
        4.2.1 Correlation Between Self-efficacy and English Reading Performance
            4.2.1.1 Correlation Between the Magnitude of Self-efficacy and Performance
            4.2.1.2 Correlation Between the Strength of Self-efficacy and Performance
            4.2.1.3 Correlation Between the Generality of Self-efficacy and Performance
    4.3 Comparison of Self-efficacy Between the High and Low Performance Groups
        4.3.1 Descriptive Statistics of Self-efficacy in High and Low Performance Groups
        4.3.2 Comparison of Self-efficacy Between the High and Low Performance Groups
    4.4 Discussion of the Results
Chapter 5 Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
References
Appendix Ⅰ 高中生英語(yǔ)閱讀自我效能感調(diào)查問(wèn)卷
Appendix Ⅱ 訪談提綱
Appendix Ⅲ
作者簡(jiǎn)介
伊犁師范大學(xué)碩士研究生學(xué)位論文導(dǎo)師評(píng)閱表



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