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机构地区:[1]中国医科大学英语第二教研室,沈阳110001
出 处:《学理论》2014年第17期145-148,154,共5页Theory Research
基 金:2013年度辽宁省高等教育学会"十二五"高校外语教学改革专项课题"高校非英语专业学生英语学习成效推进策略研究"(WYZD13039)的部分成果
摘 要:在我国当前城乡二元社会结构的影响下,城乡教育发展不均衡,重点高校农村生源比例逐年下降,城乡生源英语学习差异明显,因此,关注高校中的农村学生群体,从而因材施教以缩小城乡差距促进教育公平十分必要。本研究采取问卷调查方式重点关注高校农村和城市生源学生学习英语后自我认同的变化,并应用SPSS 16.0进行描述性数据分析以探寻城乡背景差异对英语学习自我认同变化的影响。研究结果表明,城市和乡镇生源学生学习英语后自我认同变化基本一致,"自信心变化"最为显著,仅在"附加性变化"方面城乡学生整体差异达到显著水平且城市学生明显大于乡镇学生,通过进一步比较不同性别城乡生源的自我认同变化发现,在"自信心变化"、"附加性变化"和"生产性变化"方面,城市男生均明显大于乡镇男生。The current urban-rural dual social structure of China has given rise to the imbalanced development of education between rural and urban areas,the ever-decreasing proportion of rural students in key universities and significant difference in English learning between urban and rural undergraduates,thus,to focus attention on the rural undergraduates and teach them in accordance with their aptitude so as to narrowing the urban-rural gap and promote educational equity is of great necessity.By means of questionnaire and descriptive statistics of SPSS 16.0,this study investigates the self-identity changes of students from urban and rural backgrounds associated with English learning and explores the influence of background difference on those changes.The results reveal that self-identity changes of rural and urban undergraduates associated with English learning are basically consistent,with 'self-confidence'being changed most significantly; only in 'additive'change these two groups differ strikingly,with urban undergraduates having experienced a more marked additive change than their rural counterpart;through a further comparison between the two sexes,male urban undergraduates are found to have undergone more significant change than their rural counterpart in'self-identity','additive'and'productive'aspects.
分 类 号:G642[文化科学—高等教育学]
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