中文摘要
现代教学研究倡导以学生为中心，这改变了以前教学研究往往以教师及其教学为中心的状况，教学研究的重点转移到关注学习者的个体差异以及学生如何学习。在研究中，学习风格被认为最能体现学习者的个体差异。本文中讨论的英语学困生属于那种有特定学科学习困难的学生，也就是在英语学科上学习困难的学生。这些学生智力正常，但在英语学习中举步维艰。
本研究依据学习风格理论，采用定量研究和定性研究相结合的研究方法，利用问卷、访谈等手段，对笔者所在学校的高二年级的此类学困生进行了问卷调查，了解其学习风格，再根据调查反映的问题，通过访谈深入挖掘现象背后的真实原因，找到英语学困生学习困难的真正症结所在，并在笔者所教的两个班进行对比试验研究，一个班为实验班，一个班为对比班，从学生学习风格与教师教学风格匹配及学生学习策略的选择方面对学困生进行研究指导，从而改善此类学困生的学习状态并提高其成绩。
研究主要集中在学困生的学习风格、学习策略的选择以及转化学困生的策略等几个方面。通过研究，我们得出以下结论：
1）学生对自己的学习风格缺乏全面的认识和了解，学困生在英语学习的过程中自学能力较差，学习策略与学习风格匹配度较低。在主要学习风格上，学困生群体与学优生群体相似，均属于听觉型学习风格，且学生的主要学习风格是多元的，同一个学生可能具备两种或两种以上的学习风格。学困生群体的学习风格不存在性别差异。
2）教师的教学方法单一，教学策略与学生学习风格不匹配是导致学生沦为英语学困生的另一个主要原因。
在学困生的转化实验中，笔者在实验班采取以听觉型教学策略为主的多元教学策略进行教学，不断探索，经过一个学年的教学实验，实验班和对照班的成绩差异显着，实验班平均成绩明显高于对照班；学困生的成绩均有不同幅度的提高，有多名学困生的成绩已经进入班级中等的水平。实验证明，调整教学方法，转变教学策略对于学生的学习有明显的帮助，对于学困生的成功转化有显着的作用。
根据研究结果和对结果的分析，笔者提出了实现学困生成功转化的三条路径：第一，学生应深入了解自己的学习风格，调动多种感官学习，采取灵活多样的学习方法；第二，在英语学习过程中，学生应主动采取与学习风格相匹配的学习策略；第三，在英语教学过程中，教师应积极探索与学生学习风格相匹配的教学策略。
关键词： 学习风格 英语学困生 英语学优生 学习策略 转化
Abstract
Nowadays, it is advocated that students should be the focus of the attention ofthe teachers, and that teachers should develop their own teaching style with distinctcharacteristics. The focus in English teaching and research has been transformed fromteachers' teaching to the students themselves and their learning processes. Therefore,individual learner differences have become the most important feature in research.
Among all the factors that influence the students' learning style is the attention toreflecting the students' learning differences. Students with English learningdifficulties, in this thesis, refer to those who are only poor in English learning, whilstdoing well in their other subjects. Those students have a normal IQ but have greatdifficulties in learning and improving their English.
Grounded on the theory of learning style, this study has combined quantitativeand qualitative research methods, utilizing means such as questionnaires andinterviews. In order to understand the learning styles of the students who experiencelearning difficulties, the questionnaire survey is carried out first among the Grade Twostudents in the writer's school. Then depending on the results and problems reflectedin the survey, a face-to-face interview is held to delve deeper into the real reasonbehind the phenomenon and the real crux of poor performance of the students withEnglish learning difficulties. After that, an experimental study is carried out in the twoclasses the writer is teaching; one class as the experimental class, the other as thecontrol class. The focus of the experiment is to instruct the students to match properlearning approaches and strategies with their learning style and help the teacher matchthe teaching style with the students' learning style in order to improve theperformance of the students with English learning difficulties.
The study mainly focuses on several aspects of those students with Englishlearning difficulties, such as their learning style, their learning strategy selection andthe transformation strategy. As a result of this study, we have drawn the followingconclusions:
1） The students lack comprehensive knowledge and understanding of their ownlearning styles. The students with English learning difficulties have poor self-studyability and their learning strategies conflict with their learning styles. The samestudent may have two or more kinds of learning styles. All the students, （those withEnglish learning difficulties and those students who are good at English study） belongto the group of auditory learning style, but the students' main learning styles can vary.Gender differences in learning styles do not exist among students with Englishlearning difficulties.
2） The teachers all teach using the same method, and teaching strategy does notmatch students' learning styles, which is another main reason for the poorperformance of the students with English learning difficulties.In the transformation of the students with English learning difficulties, thewriter utilizes multiple teaching strategies centered on auditory teaching strategy inthe experimental class. After a year of teaching experimentally, significant differencesin the exam results were found in the experimental class and in the control class. Theaverage score in the experimental class is significantly higher than that in the controlclass. Students with English learning difficulties also have made rapid progress andtheir grades have improved to different degrees. Several students with Englishlearning difficulties have already entered into the medium level group. Theexperiment shows that adjusting the teaching methods and teaching strategies tomatching the students' learning style is of obvious help in the success of thetransformation of students with English learning difficulties.
According to the results of the study and analysis of the results, the writer putsforward three approaches to the successful transformation of the students with Englishlearning difficulties: first, students should understand their own learning style, learn tomobilize various senses and adopt multiple learning methods; Second, in the processof English learning, students should match learning strategies with their learningstyles; Third, in the process of English teaching, teachers should adopt and diversifyteaching strategies to match the students' diverse learning styles.
Key words: learning style; students with English learning difficulties; students good at Englishlearning; learning strategy; transformation
目 录
中文摘要……I
ABSTRACT …… III
引 言……1
第一章 文献综述……4
1.1 关于学习风格的相关研究 ……4
1.1.1 国外相关研究……4
1.1.2 国内相关研究……6
1.2 关于英语学困生的相关研究 ……8
1.3 评述……10
第二章 理论基础及核心概念界定……11
2.1 JOY REID 的感知风格理论…… 11
2.2 杜恩夫妇的学习风格理论 ……12
2.3 核心概念界定……13
2.3.1 学习风格……13
2.3.2 学困生……13
2.3.3 学优生……14
第三章 研究设计……15
3.1 研究目的……15
3.2 研究对象……15
3.3 研究方法……15
3.3.1 问卷调查法……15
3.3.2 访谈法……17
3.3.3 实验法……17
3.4 研究过程……17
3.4.1 研究假设……18
3.4.2 问卷访谈，收集信息……18
3.4.3 对比教学实验……18
3.5 信度及效度检验……20
第四章 研究结果及分析……22
4.1 问卷数据统计及分析 ……22
4.1.1 高中英语学困生学习风格的总体特点 ……22
4.1.2 高中英语学困生与学优生在各题项上的差别 ……24
4.1.3 学困生群体学习风格的性别差异 ……28
4.2 实验水平测试数据统计与分析 ……29
4.3 学困生成因分析……30
4.3.1 学生对自己的学习风格缺乏全面的认识和了解 ……31
4.3.2 学生的学习策略与学习风格不匹配。 ……32
4.3.3 教师教学策略与学生学习风格不匹配 ……34
第五章 高中英语学困生转化策略……36
5.1 学生应采取多灵活多样的学习方法 ……36
5.2 学生学习策略应与学习风格相匹配 ……37
5.3 教师教学策略应与学生学习风格相匹配 ……38
结论……40
参考文献……42
致谢……48
