本文關(guān)鍵詞： 支架式教學(xué)法 最近發(fā)展區(qū) 英語詞匯教學(xué) 農(nóng)村高中　出處：《四川師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：英語作為國際上應(yīng)用最廣泛的語言,受到很多非英語國家的重視,中國也不例外。在中國中學(xué)英語教學(xué)中,筆者認為,單詞的掌握為英語學(xué)習(xí)的提高起了很大的作用。但調(diào)查發(fā)現(xiàn),就目前中國農(nóng)村高中英語教學(xué)現(xiàn)狀而言,填鴨式的教學(xué)使學(xué)生在單詞的記憶,詞匯的應(yīng)用上仍然存在許多不足。為使農(nóng)村高中英語詞匯教學(xué)有一個有效的教學(xué)方法,筆者將支架式教學(xué)法運用到英語詞匯教學(xué)中,旨在幫助教師和學(xué)生在詞匯教學(xué)中達到良好的效果。研究的結(jié)果不僅要幫助教師在詞匯教學(xué)中找到有效的方法,同時通過這種方法使學(xué)生不僅能夠找到更好的記憶單詞的方法,而且能夠提高他們應(yīng)用詞匯的能力。本篇論文回顧了支架式教學(xué)法的發(fā)展史,從其發(fā)展來看,建構(gòu)主義和維果茨基的最近發(fā)展區(qū)是該教學(xué)法的理論基礎(chǔ)。以學(xué)生為中心是建構(gòu)主義者著重強調(diào)的,他們認為,教學(xué)的主體是學(xué)生而不是教師。因此,學(xué)生才是意義的主動建構(gòu)者。那么教師在教學(xué)中就要充分發(fā)揮學(xué)生的主體作用。建構(gòu)主義還強調(diào)情境教學(xué)及協(xié)作學(xué)習(xí),要求教師在教學(xué)中引入真實的情境并讓學(xué)生通過合作學(xué)習(xí)完成相應(yīng)的內(nèi)容。維果茨基在他的最近發(fā)展區(qū)中這樣寫到,合作活動和社會活動是學(xué)習(xí)與發(fā)展中不可缺少的一部分,它們不可能被老師教給學(xué)生,而是讓學(xué)生通過自己的認知對其有自己的理解。在這個過程中,教師只是發(fā)揮了促進者和幫助者的作用,在這種促進和幫助下,教師可以指導(dǎo)、激勵、幫助學(xué)生全面發(fā)展。同時,本文也回顧了支架式教學(xué)法在國內(nèi)外運用于英語詞匯教學(xué)中的研究以及中國農(nóng)村高中英語詞匯教學(xué)的現(xiàn)狀。一系列的調(diào)查研究表明,支架式教學(xué)法在高中英語詞匯教學(xué)中的應(yīng)用是可行的。本研究由兩部分組成,第一部分課堂實驗。筆者利用三個月的實習(xí)時間做了該實驗。在高二的班級里選擇兩個班參與本實驗,一個作為實驗組,一個作為對照組,而支架式教學(xué)法只應(yīng)用于實驗組,對照組則采用老師平時的教學(xué)方法。三個月的實驗后,通過學(xué)生前后測成績的比較,論證支架式教學(xué)法在提高學(xué)生英語詞匯記憶及運用上是否有效。第二部分是通過問卷調(diào)查來統(tǒng)計學(xué)生對于支架式教學(xué)法的態(tài)度和學(xué)習(xí)策略的改變。通過實驗結(jié)果以及數(shù)據(jù)的收集和分析顯示,支架式教學(xué)法對學(xué)生單詞的學(xué)習(xí)是有效的,而這樣的效果通過實驗班后測成績體現(xiàn)了出來。后測成績顯示,在英語詞匯教學(xué)中使用支架式教學(xué)后,學(xué)生不僅在記憶單詞方面有進步,而且他們對單詞的運用能力也有大大的提高。實驗中的大部分學(xué)生也對該教學(xué)法持積極的態(tài)度,并對詞匯學(xué)習(xí)策略有積極的想法。
[Abstract]:As the most widely used language in the world, English is valued by many non-English speaking countries, and China is no exception. Mastering words plays an important role in improving English learning. However, the survey found that, as far as the present situation of English teaching in senior high schools in rural China is concerned, spoon-feeding teaching enables students to memorize the words. There are still many shortcomings in the application of vocabulary. In order to have an effective teaching method for English vocabulary teaching in rural senior high schools, the author applies the scaffold teaching method to English vocabulary teaching. The purpose of this study is to help teachers and students achieve good results in vocabulary teaching. The results of the study not only help teachers find effective methods in vocabulary teaching, but also enable students not only to find better ways to memorize words. Moreover, it can improve their ability to use vocabulary. This paper reviews the history of scaffolding teaching, and from its development, Constructivism and the recent development of Vygotsky are the theoretical basis of the teaching method. Student-centered is the emphasis of constructionists, who believe that the main body of teaching is the student, not the teacher. Students are the active constructors of meaning. Then teachers should give full play to the main role of students in teaching. Constructivism also emphasizes situational teaching and cooperative learning. Teachers are required to introduce real situations into teaching and to allow students to complete the corresponding content through cooperative learning. Vygotsky wrote in his recent Development Zone that cooperative activities and social activities are an indispensable part of learning and development. They can't be taught by the teacher, but let the student have their own understanding of it through their own cognition. In this process, the teacher only plays the role of facilitator and helper, and under this kind of promotion and help, the teacher can guide. At the same time, this paper also reviews the research on the application of scaffolding teaching method in English vocabulary teaching at home and abroad and the present situation of English vocabulary teaching in senior high schools in rural China. The application of scaffolding teaching method in English vocabulary teaching in senior high school is feasible. The first part of the classroom experiment. The author used three months of practical time to do the experiment. In the second year of senior high school, two classes were selected to participate in the experiment, one as the experimental group, one as the control group, while the scaffold teaching method was only used in the experimental group. In the control group, the teacher's usual teaching method was used. After three months' experiment, the students' scores were compared before and after the test. The second part is to analyze the students' attitude and learning strategies by questionnaire survey. The results of the experiment are as follows: (1) the experiment results show that the scaffolding teaching method is effective in improving students' English vocabulary memory and application. The second part is to analyze the students' attitude and learning strategies through questionnaire. And data collection and analysis, The scaffolding teaching method is effective for students' vocabulary learning, and this effect is reflected by the post-test results of the experimental class. The post-test results show that, after the use of scaffolding teaching in English vocabulary teaching, Students not only make progress in memorizing words, but also improve their ability to use words. Most of the students in the experiment also have a positive attitude towards the teaching method and have positive thoughts on vocabulary learning strategies.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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