高一学生英语阅读课堂无聊情绪现状、具体表现及归因

Current Status, Manifestations, and Attributions of Boredom in English Reading Classrooms among Grade 10 Students

摘要: 本研究基于控制–价值理论(Control-Value Theory)，采用混合研究方法系统地探讨了高一学生英语阅读课堂中无聊情绪的现状、具体表现和归因，研究发现高一学生在英语阅读课堂中普遍存在中等的无聊情绪，且无聊情绪的存在与高一学生的选科倾向没有显著相关，通过课堂观察发现学生的无聊情绪表现分为三种类型，分别是注意力分散、任务逃避以及身体倦怠行为，而产生英语阅读课堂的原因主要在于教师授课方式的单一化和任务活动设计的重复性和机械性，导致学生在英语阅读课堂中缺乏积极性，参与度低。基于研究发现，笔者提出教师可通过分层教学、真实情境任务设计提升学生参与度，本研究为高中英语阅读教学中的无聊情绪提供了实证依据，未来可进一步扩大样本量，探索不同教学模式对无聊情绪的调节机制。

Abstract: Based on the Control-Value Theory, this study employs a mixed-methods approach to systematically investigate the current status, specific manifestations, and attributions of boredom among Grade 10 students in English reading classrooms. The findings indicate that moderate levels of boredom are prevalent among these students during English reading sessions, and no significant correlation exists between boredom and students’ subject selection preferences. Classroom observations revealed three types of boredom manifestations: distraction, task avoidance, and physical lethargy. The primary causes of boredom were attributed to monotonous teaching methods and repetitive, mechanical task designs, resulting in low student engagement and participation. Based on these findings, the researcher suggests that teachers can enhance student engagement through differentiated instruction and authentic task design. This study provides empirical evidence on boredom in high school English reading instruction. Future research could expand the sample size and explore the moderating mechanisms of different teaching models on boredom.