高中生英语学习信念及其与英语学习行为的关系  

Beliefs in English Learning and English Learning Behaviors: a Study on Senior High School Students

作　　者：宋志燕[1] 王耘[2] 侯怀银[3] 

机构地区：[1]长治学院社科系,山西长治046000 [2]北京师范大学认知神经科学与学习研究所,北京100875 [3]山西大学教育科学学院,太原030006

出　　处：《山西师大学报（社会科学版）》2008年第1期143-146,共4页Journal of Shanxi Normal University(Social Science Edition)

摘　　要：英语学习信念包括六个维度:天生能力、努力作用、快速学习、知识简单化、知识联系性、准确性要求。通过对高中生英语学习信念的特点及其与英语学习行为的关系研究发现:(1)天生能力信念年级差异显著,高二学生在这两个信念上好于高一和高三学生,知识简单化信念的年级和学校交互作用显著;(2)英语学习信念对英语学习行为有显著预测作用,信念越成熟,学习行为越积极;(3)英语学习信念和英语学习行为存在三种匹配类型:不成熟信念—不积极行为、成熟信念—积极行为、成熟信念—不积极行为,不存在不成熟信念—积极行为的类型。与普通校相比落后校中成熟信念—不积极行为的人数在总体中所占比例更高,与重点校相比普通校也如此。Beliefs in English learning have six dimensions ： innate ability, the effect of effort, quick learning, simple knowledge, the structure of knowledge, and risk taking. The present study aims at examining the characteristics of senior school students＇beliefs in English learning and its relationships with English learning behaviors. It is found that differences of innate ability belief among grades 10 - 12 are significant and there is grade and school interaction effect in simple knowledge belief. Students＇ beliefs in English learning significantly predict students＇English learning behaviors. The results of K - Mean cluster analysis of beliefs and behaviors show that the type of immature beliefs and positive behaviors does not exist.

关 键 词：学习信念 英语学习 学习行为 

分 类 号：G632.4[文化科学—教育学]