全脑教学对策对非英语英语学习情感变化影响

人脑、宇宙和生命被列为世界三大科学之谜,开展对脑科学的深入研究是人类21世纪面临的最重大的挑战之一。随着20世纪90年代“认知神经科学”的兴起,各国著名大学纷纷建立跨学科、跨领域的认知神经科学实验室,越来越多的科学家旨在阐明人类认知活动的脑内过程。近十年来,脑与认知神经科学方面的研究成果大量涌现,并且其发展很快影响到教学。很多学者开始致力于将脑与认知神经科学方面的研究成果应用于课堂,开始探索全脑教学,以改变单纯重左脑的教学观为全脑共同发展的全脑教育观,鼓励并帮助学生全脑学习,提高学习效率,在欢快和谐的环境中学习。因此,中国的教师可以将这种全新的教学方法引入中国课堂,探索其教学成果。近几年来,国外学者已将全脑教学用于第二语言教学中,但很少有中国教师将全脑教学策略引入英语教学的课堂中,因此,有必要在中国实施这种教学策略以探索其对学生英语学习的影响。为此,本项研究运用定向分析与定量分析相结合的方法旨在探讨全脑教学策略对非英语专业大学生英语学习情感的影响,以及情感变化对学习行为的影响。首先,作者在参考已有的文献和研究的基础上设计了英语课堂学生学习动机状态问卷和大学英语全脑教学策略问卷,并对问卷进行多次修改,用因子分析和内在一致性检验保证问卷有较高的信度和效度。然后,作者在实验班和对照班分别实施全脑教学和传统教学,并对这些研究对象在实验前后进行了大脑半球上风,课堂学习动机状态以及教师全脑教学策略课堂使用频率的调查,运用统计软件SPSS17.0对所收集的数据进行了分析。此外,通过学生日志、访谈以及课堂观察定性分析方法,描述了学生英语学习情感以及行为的变化。终极本项研究结果如下:1.实验班和对照班学生大脑半球上风有所改变,但是实在验班改变程度呈现明显。2.学生全脑学习重要性意识有所增强。3.与前测相比,实验班学生在内在动机,外在动机,学习目标方面有所增强,但程度不明显,但其英语学习焦虑变化呈现明显,焦虑明显降低;而对照班学生英语学习内在动机明显下降,而英语学习焦虑程度有所增强。4.与前测相比,实验班学生课堂以及课后学习行为有所增强,自主性有所增强。5.学生的内在动机,外在动机以及学习行为与教师全脑教学策略课堂使用频率呈明显正相关。从以上研究结果可以说明全脑教学是一种比较理想的英语教学方法。【关键词】：认知神经科学全脑教学策略大脑半球上风英语学习情感学习行为非英语专业大学生
【论文提纲】：ABSTRACT4-7摘要7-15ChapterOneIntroduction15-19ChapterTwoLiteratureReview19-392.1BrainStructureandFunction20-232.1.1OutsidePartsoftheBrain20-212.1.2InsidePartsoftheBrain21-222.1.3BrainCells22-232.2BrainImagingResearch23-242.3LeftandRightHemisphereTheory24-302.3.1Lefthemispherefunctioning24-252.3.2Righthemispherefunctioning25-262.3.3Left-andRight-BrainCharacteristics26-272.3.4WholeBrainFunctioning27-282.3.5TeachingtotheWholeBrain:GeneralGuidelines28-292.3.6StrategieorTeachingtotheWholeBrain29-302.4Brain-basedLearningandTeachingTheory30-312.5BodyMovementandBrain31-322.5.1ANewRolefortheCerebellum312.5.2BenefitsofBodyMovementinLanguageTeachingClass31-322.6TheEducationalBenefitsofListeningtoMusic32-332.7Emotion,BrainandLearning33-352.7.1DefinitionsofEmotion33-342.7.2OriginofEmotions342.7.3Emotionsinlanguagelearning34-352.8ApplicationsofBrain-basedTeachingStrategiesinClassroomInstructionatHomeandAbroad35-39ChapterThreeResearchDesign39-593.1Introduction393.2ResearchDesignfortheQuantitativeResearch39-523.2.1Subjects39-403.2.2Instruments40-453.2.3AdministeringtheQuestionnaire45-463.2.4DataAnalysis463.2.5ImplementationofTheWholeBrainTeachingStrategy-basedInstructioninEFLClassroom46-523.3ResearchDesignfortheQualitativeResearch52-563.3.1Purposes523.3.2SubjectsofQualitativeResearch52-543.3.3DataCollection:ClassObservation,InterviewandJournal54-563.4CrossStudyofQuantitativeandQualitativeResearch56-573.5Summary57-59ChapterFourResultsandDiscussion59-974.1TheChoiceofExperimentalGroupandControlGroup59-604.2TestingStructuralValidityandReliabilityofConstructedQuestionnaires60-714.2.1ItemAnalysiortheConstructedMotivationSurveyQuestionnaire60-614.2.2ItemAnalysiortheConstructedQuestionnaireofWholeBrainTeachingStrategiesUsedinEFLClass614.2.3ResultsofQuestionnaireValidityandReliability61-714.3TheInfluenceofWBTSIinEFLClassonLearners’HemisphericPreferences71-744.3.1ComparisonofHemisphericPreferencesBetweenPretestandPosttestintheExperimentalGroup71-734.3.2ComparisonofHemisphericPreferencesBetweenPretestandPosttestintheControlGroup73-744.4TheInfluenceofWBTSIinEFLClassonLearners’Emotion74-834.4.1ComparisonofCSELMSinPretestBetweenTwoGroups74-774.4.2ComparisonofCSELMSintheControlGroupBetweenPretestandPosttest..77-794.4.3ComparisonofCSELMSintheExperimentalGroupBetweenPretestandPosttest79-814.4.4ComparisonofCSELMSinPosttestBetweenTwoGroups81-834.5TheInfluenceofWBTSIinEFLClassonLearners’LearningBehiors83-854.5.1ComparisonofLearners’LearningBehiorsintheExperimentalGroupBetweenPretestandPosttest83-844.5.2ComparisonofLearners’LearningBehiorsintheControlGroupBetweenPretestandPosttest84-854.6RelationshipBetweenWholeBrainTeachingStrategiesandStudentEnglishLearningMotivationalState85-894.6.1FindingsaboutWholeBrainTeachingStrategies85-864.6.2RelationshipBetweenWholeBrainTeachingStrategiesUseandStudentEnglishLearningMotivationalState86-894.7FindingsonEvaluationromtheExperimentalGroupontheWholeBrainTeachingStrategies89-904.8FindingromInterviewwiththeCasesandTheirJournals90-944.8.1FindingsonCases’AwarenessoftheWholeBrainTeachingandLearning914.8.2FindingsonCases’ChangesinEnglishLearningMotivation91-934.8.3FindingsonCases’ChangesinLearningBehiors93-944.9FindingromtheClassObservation94-974.9.1Attention954.9.2Participation95-964.9.3Volunteering96-97ChapterFiveConclusionandSuggestions97-1015.1SummaryoftheStudy97-985.2PedagogicalImplications98-995.3LimitationsoftheStudy99-1005.4SuggestionorFutureStudy100-101Bibliography101-105APPENDIX105-123AppendixA105-111AppendixB111-113AppendixC113-115AppendixD115-117AppendixE117-118AppendixF118-120AppendixG120-121AppendixH121-123ACKNOWLEDGEMENTS123-124PUBLISHEDPAPERS124