高中生英语课堂教师支持感知对口语愉悦感的影响  

Exploring the Impact of Senior High School Students’Teacher Support Perception on Oral English Pleasure

作　　者：王蕾 孔靖宇 WANG Lei;KONG Jingyu(School of Foreign Languages,Anshan Normal University,Anshan Liaoning 114007,China)

机构地区：[1]鞍山师范学院外国语学院,辽宁鞍山114007

出　　处：《鞍山师范学院学报》2024年第1期47-52,共6页Journal of Anshan Normal University

摘　　要：为了探讨高中生英语课堂教师支持感知和口语愉悦之间的关系,采用改编的《高中生英语教师课堂支持感知量表》和《英语口语愉悦感量表》对100名高中生进行调查,并进行了后续的课堂观察。结果表明,高中生对教师支持感知非常明显,英语教师自主支持感知、认知支持感知较高,情感支持感知较低;高中生的口语愉悦水平较高;高中生英语课堂教师支持感知和口语愉悦感之间存在显著正相关;在教师支持感知的三个维度中,情感支持、认知支持显著影响学生的口语愉悦感,而自主支持不会影响学生的口语愉悦感。教师要在平时的课堂教学过程中给予学生更多的情感支持和认知支持,以提升学生的学习愉悦感。To explore the relationship between teacher support perception and oral pleasure in senior high school English classroom,100 senior high school students were investigated using the Teacher Support Perception Scale and Oral Pleasure Scale.The results show that:Senior high school students’teacher support perception is very obvious.English teachers’autonomous support and cognitive support perception are higher,while senior high school English teachers’emotional support perception is lower.Senior high school students have good oral pleasure.There is a significant positive correlation between teacher support perception and oral pleasure.In the three dimensions of teacher support perception,emotional support and cognitive support significantly affect students’oral pleasure,while the perception of autonomous support does not affect students’oral pleasure.The results of this study suggest that teachers should provide more emotional and cognitive support to students during classroom teaching so as to enhance their sense of learning pleasure.

关 键 词：高中生 教师支持感知 口语愉悦 积极心理学 

分 类 号：G635.6[文化科学—教育学]