摘 要
本研究的主要内容包括以下几个方面：（1）论述了本课题选题缘起、研究目的和意义、国内外研究概况、相关概念的界定；（2）运用文献查阅、问卷调查、个案访谈等研究方法，结合笔者自身工作经验，对两所农村小学三至五年级学生英语学习态度的现状进行了调查及分析；（3）针对如何引导农村小学生形成良好的英语学习态度提出了一些对策及建议。
本文针对英语学习态度进行了四个维度的划分，它们分别是：学习兴趣、学习行为、学习方法和学习习惯。经研究发现，以下三个因素不同程度影响着农村小学生的英语学习态度的四个维度。
（1）自身因素的影响。农村小学生的自身因素对英语学习态度的影响是不容忽视的。这些因素包括性别、年龄、成绩等。性别对英语学习态度的影响是显着的。在学习兴趣、学习行为和学习习惯三个维度中，男女生之间存在显着差异，女生的平均得分都显着高于男生的平均得分。年龄在英语学习态度上也存在一定的影响，低年级学生的英语学习兴趣高于高年级；而高年级学生的学习行为更为积极，更能严格要求自己，拥有更好地学习习惯，也更容易找到适合自己的学习方法。成绩较好的学生和成绩一般的学生的学习兴趣显着高于成绩较差的同学，他们的英语学习行为、习惯和方法也显着好于学习成绩较差学生。
（2）家长因素的影响。家长对学生的英语学习态度的影响也是不容小觑的。如：家长的重视度、家长的课后辅导等。多数学习态度和习惯较好的学生家长都较重视孩子的学习，说明大部分学习态度良好的学生，他们学习习惯、学习态度的养成都与家长的重视度息息相关，并且是成正比的。在学习态度和习惯较差的学生中，大部分家长不够重视孩子学习。家长的辅导，也能帮助学生提高英语学习成绩。
（3）教师因素的影响。英语教师对农村小学生英语学习态度的影响更是显而易见的。教师因素包括：教师的年龄、基本素质、对学生的关注度等。英语老师是青年教师的学生的英语学习兴趣显着高于英语老师是中老年教师的学生的英语学习动机和兴趣。
但是学习习惯、学习方法和行为却不及中老年教师教出来的学生。而自身素质较高的教师对学习态度的四个维度的积极影响力显着高于素质不够高的。另外，教师对学生的关注度越高，学生的英语学习态度越端正。
针对本研究农村小学生英语学习态度的调查结果，本文提出了一些相应的对策和建议，主要包括以下四个大方面：给学校的建议，给教师的建议，给家长的建议，给学生的建议。
关键词：英语，农村小学，学习态度
Abstract
This thesis includes some aspects as follows. （1） It is concerned with the cause, purposeand significance of choosing this topic, the general situation both at home and abroad and thedefinition of related concepts. （2） Investigate and analyze the attitude toward English learningof students from Grade 3 to Grade 5 in rural areas, using approaches of document retrieval,questionnaire and individual interview, as well as referring to the writer's relevant workexperience. （3） Propose some countermeasures and suggestions for leading students in ruralareas to develop good attitude toward English learning.
This thesis divides attitude toward English learning into four dimensions: learning interest,learning behavior, learning method and learning habit. It was found out that the followingthree factors influence the four dimensions in various degrees.
（1） The attitude toward English learning is under the influence of own factors, which can'tbe neglected. These factors include gender, age and score. Gender has a significant influenceon the attitude toward English learning. In the dimensions of learning interest, learningbehavior, and learning habit, there are significant differences between boys and girls. Theaverage score of girls is significantly higher than that of boys. Age has some influence on theattitude toward English learning, too. The learning interest of lower - class pupils is more thanthat of senior students. But senior students are more active. They can discipline themselvesbetter and have better habits. They can discover their own learning styles more easily as well.The interest of students who get high grades is more than that of students who get low grades,and their behavior, habit and method are better.
（2） The attitude toward English learning is under the influence of their parents, which can't be sniffed. For example, parents'attention, tutorial and so on. Most parents of students withgood attitude and habit pay more attention to their children's learning, which illustrates thatthe development of habit and attitude of most students with good attitude are interrelated totheir parents'attention, and they are in proportion. Most parents of students with bad attitudeand habit can't pay attention to their children's learning. Parents' tutorial can help childrento improve their grades.
（3） The attitude toward English learning is under the influence of teachers, which isapparent. This factor includes age, quality and attention to students. The interest of studentswhose teacher is young is apparently more than that of students whose teacher is old. Buttheir habit, method and behavior are not as good as students' whose teacher is old. Teacherswith high quality have more influences on the four dimensions. Moreover, the more teacherspay attention to students, the better the students' attitude is.According to the results of the survey, this thesis proposes some countermeasures andsuggestions which include suggestions for school, suggestions for teachers, suggestions forparents and suggestions for students.
Key Words : English , primary school in rural areas, theattitude toward learning
目 录
摘 要……i
Abstract……ii
目 录……IV
第一章 引言……7
1.1 研究背景……7
1.2 研究意义……7
第二章 研究的理论依据……9
2.1 国内外研究现状……9
2.1.1 国外研究现状……9
2.1.2 国内研究现状……9
2.2 相关概念的界定……10
2.2.1 学习态度的界定……10
2.2.2 英语学习态度的界定…… 10
2.3 理论基础……10
2.3.1 兴趣理论……10
2.3.2 建构主义学习理论…… 11
2.3.3 第二语言习得理论…… 11
第三章 农村小学生英语学习态度的现状调查……12
3.1 调查对象……12
3.2 调查问卷……14
3.2.1 问卷调查法与访谈法…… 14
3.2.2 调查问卷及其编制…… 14
3.3 结果与分析……16
3.3.1 农村小学生英语学习态度的调查与分析……16
3.3.2 家长对农村小学生英语学习态度的影响调查与分析……19
3.3.3 教师对农村小学生英语学习态度的影响调查与分析……21
3.3.4 农村小学生英语学习态度现状的个别访谈……25
第四章 引导农村小学生形成良好的英语学习态度的建议…… 27
4.1 给学校的建议……27
4.1.1 加强师资队伍建设，为良好英语学习态度的形成创造条件……27
4.1.2 营造良好的英语学习环境，为良好英语学习态度的形成奠定基础……28
4.2 给教师的建议……28
4.2.1 和谐师生关系，让学生爱学…… 28
4.2.2 提高课堂效率，让学生会学……28
4.2.3 扎实语言基础，让学生乐学……30
4.3 给家长的建议……31
4.3.1 重视孩子的英语学习，提高学习英语积极性……31
4.3.2 关心孩子的英语学习，激发英语学习兴趣……31
4.3.3 鼓励孩子的英语学习，形成良好英语学习态度……32
4.4 给学生的建议……32
4.4.1 掌握良好的学习方法…… 32
4.4.2 培养良好的学习习惯…… 33
4.4.3 形成良好的学习态度…… 34
参考文献……35
致 谢……37
