PPT演示教学与学习成绩的相关性分析  

An Analysis ofthe Relationship between Teachers' PPT Presentation Teaching and Students' Academic Achievements

作　　者：胡永近[1,2] 

机构地区：[1]解放军国际关系学院外国语言文学博士后流动站,江苏南京210039 [2]宿州学院外国语学院,安徽宿州234000

出　　处：《安徽农业大学学报（社会科学版）》2017年第4期114-120,共7页Journal of Anhui Agricultural University:SOC.SCI.

基　　金：宿州学院博士科研启动基金项目"概要写作和语类交互视角下的阅读模式构建及其实证研究"(2015jb13);安徽省质量工程教学研究项目"多模态外语教学质量有效监控与处理反馈机制研究"(2015jyxm373)

摘　　要：为研究PPT演示教学在英语专业教学中的实际效应,探讨教学风格、学习自我效能感、学习兴趣在该模式中与学习成绩之间的关系。对照组教师为无典型性教学风格,实验组1教师为严谨逻辑型,实验组2教师为创新探索型。结果表明:教学风格能够提高正向效能、学习兴趣和学习成绩,降低负向效能;实验组教学风格、正向效能、学习兴趣和学习成绩相互存在显著性正相关,与负向效能均存在显著性负相关;实验组教学风格、学习自我效能感和学习兴趣对学习成绩均有不同程度的预测力。This paper investigated the actual effect of PPT presentation teaching for English majors, and tried to find out the relationship between students＇ academic achievements （AA） and teachers＇ teaching style （TS）, students＇ academic self-efficacy （AS） and academic interest （AI） in this teaching pattern. The teacher in control group was an instructor of no typical teaching style, but the teacher in experiment group 1 was a rigorous and logic one, and the teacher in experiment group 2 an innovative and explorative instructor. Research results show that： TS could improve positive AS, AI and AA, and decrease negative AS~ in experiment groups, there existed significant positive correlations between AA and TS, positive AS and AI, and significant negative correlations between negative AS and TS, positive AS and AI; besides, TS, AS and AI could, to varying degrees, predict AA in experiment group.

关 键 词：PPT演示教学 教学风格 学习自我效能感 学习兴趣 学习成绩 

分 类 号：H09[语言文字—语言学]