农村初中英语“学困生”的转化对策研究

“学困生”是在学校教育中的客观存在的一个群体。“学困生”问题一直是全世界基础教育研究的重点和难点。怎样做好“学困生”的转化工作，是摆在广大英语教育工作者面前的重要问题。本论文以农村初中英语“学困生”为研究对象，加以一些稳固的理论依据，对农村初中英语“学困生”的形成原因进行了调查研究，对农村初中英语“学困生”的转化进行了有益探讨。本论文主要借助问卷调查，课堂观察等方法得出结论：初中英语“学困生”的形成有内因也有外因，但主要还是内因起决定作用，教师在他们的转化过程中可以起到关键性的作用。
本论文共分为五部分：第一部分介绍了论文的研究背景、研究意义以及农村初中英语“学困生”的存在现状。第二部分提供了分析的理论框架。有罗杰斯的人本主义学习理论，加德纳的多元智力理论以及非智力因素理论等。第三部分通过设定研究对象和研究方法分析农村初中英语“学困生”的成因。第四部分对于成因进行了分析，同时基于不同成因，为英语“学困生”的转化提出相应策略。最后一部分总结了全文并指出本论文的局限性和未来可供研究的方向。

关键词： 农村初中；英语“学困生”；非智力因素；转化对策
Transformation Strategies of English Underachievers in Rural Junior Middle Schools

Abstract: Underachiever is a group which exists in the school education objectively. Underachiever problem has always been the emphasis and difficulty of worldwide basis education research. How to transform the English underachievers is a big issue which places in front of English educators. This paper takes rural junior middle school English underachievers as research objects. Based on some believable theoretical basis, this thesis attempts to conduct a survey of the causes of English underachievers in rural junior middle school, and this study also attempts to make a useful discussion on the transformation of English students with learning difficulties in rural junior high schools. By means of questionnaire and classroom observation, this study draws a conclusion that: internal factors play a decisive role in the formation of English underachievers in rural junior middle schools and teachers can play a key role in the transformation process.
This thesis is divided into five parts: The first part introduces the research background, research significance and the present situation of English underachievers in rural junior high schools. The second part presents the theoretical framework for analysis. Besides Rodgers's Humanism Learning Theory, it also presents Gardner's Multiple Intelligences Theory and non-intellectual factors. The third part is aiming at finding out the causes of English underachievers in rural junior high schools by setting the object of study and research methods. Transformation strategies are discussed in the fourth part. Based on the different causes, various suggestions for English underachievers’ transformation are also proposed. The last part draws a conclusion of the study, proposes findings and limitations of this thesis, and offers suggestions for further studies in this area.

Keywords: rural junior middle schools; English underachievers; non-intellectual factors; transformation strategies

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