本文選題：情景　切入點(diǎn)：詞匯學(xué)習(xí)　出處：《渤海大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著經(jīng)濟(jì)的發(fā)展和社會的進(jìn)步,英語教學(xué)受到了高度的重視。然而,作為語言三大基本要素之一的詞匯教學(xué)卻沒受到應(yīng)有的重視。在初中英語的教學(xué)過程中,教師機(jī)械地教授詞匯,學(xué)生把大量的時間花費(fèi)在詞匯學(xué)習(xí)上,這導(dǎo)致了大量學(xué)生失去了英語詞匯學(xué)習(xí)的興趣,也不能掌握詞匯的意義和用法。隨著新課程標(biāo)準(zhǔn)的實(shí)施,教學(xué)重心發(fā)生了轉(zhuǎn)變,由強(qiáng)調(diào)教者轉(zhuǎn)變?yōu)橹匾晫W(xué)習(xí)者。為了提高英語詞匯教學(xué)效果,初中許多學(xué)校提出了許多詞匯教學(xué)方法。在這些方法中,情景法受到了關(guān)注。但是有關(guān)這種方法是否適用于初中英語詞匯教學(xué)的研究還比較少。所以此篇論文的作者實(shí)施了一個為期十七周的實(shí)驗(yàn),研究關(guān)于情景法在初中英語詞匯教學(xué)中的效果。為了探索情景法對初中學(xué)生進(jìn)行詞匯教學(xué)的可行性和有效性,作者進(jìn)行了從2014年九月到2015年一月的為期十七周的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)對象是116名初中二年的兩個班級的學(xué)生,三班為實(shí)驗(yàn)班,四班為控制班。研究手段采用問卷調(diào)查和詞匯測試。本研究主要圍繞兩個問題:(1)基于情景法的詞匯教學(xué)能夠激發(fā)學(xué)生的詞匯學(xué)習(xí)興趣嗎?(2)基于情景法的詞匯教學(xué)有助于提高學(xué)生的詞匯學(xué)習(xí)水平嗎?在實(shí)驗(yàn)實(shí)施前的第一個星期,兩個班將接受問卷調(diào)查和詞匯前測。前問卷的目的是弄清楚學(xué)生對于詞匯教學(xué)的態(tài)度和詞匯學(xué)習(xí)情況。隨后,學(xué)生將接受前詞匯測試,分析前測試的目的是為了看兩個班的英語水平是不是一樣。從第二周到第十七周,實(shí)驗(yàn)班采用情景法進(jìn)行教學(xué),控制班采用傳統(tǒng)的教學(xué)方法。最后一個星期,兩個班分別進(jìn)行詞匯后測和后問卷調(diào)查,并通過統(tǒng)計(jì)軟件SPSS17.0對比分析相關(guān)數(shù)據(jù)。實(shí)驗(yàn)結(jié)果發(fā)現(xiàn):1.基于情景法的詞匯教學(xué)能夠激發(fā)學(xué)生的詞匯學(xué)習(xí)興趣。2.基于情景法的詞匯教學(xué)有助于提高學(xué)生的詞匯學(xué)習(xí)水平。實(shí)驗(yàn)結(jié)果表明,在詞匯教學(xué)中創(chuàng)設(shè)一系列的情景,使學(xué)生在真實(shí)的英語環(huán)境中運(yùn)用英語進(jìn)行思考和交際,可以提高學(xué)生詞匯的記憶效率并能激發(fā)學(xué)生學(xué)習(xí)單詞的興趣。本研究對于探索科學(xué)的英語詞匯教學(xué)模式,提高教師教學(xué)水平以及改變學(xué)生的詞匯學(xué)習(xí)模式有重要意義。本論文將為進(jìn)一步的研究提高借鑒,并且有助于初中英語教師找到更加有效的英語詞匯教學(xué)方法。
[Abstract]:With the development of economy and society, English teaching has received great attention. However, as one of the three basic elements of language, vocabulary teaching has not received due attention. Teachers teach vocabulary mechanically and students spend a lot of time on vocabulary learning, which results in a large number of students losing interest in English vocabulary learning and unable to master the meaning and usage of vocabulary. The emphasis of teaching has changed from emphasizing teachers to emphasizing learners. In order to improve the effectiveness of English vocabulary teaching, many junior high schools have put forward a lot of vocabulary teaching methods. The situational approach has attracted much attention. However, there have been few studies on the applicability of this method to junior high school English vocabulary teaching. So the author of this paper conducted an experiment for 17 weeks. In order to explore the feasibility and effectiveness of situational approach in vocabulary teaching for junior middle school students, this paper studies the effect of situational approach in junior high school English vocabulary teaching. The author conducted a teaching experiment for 17 weeks from September 2014 to January 2015. The subjects of the experiment were 116 students in two classes in junior middle school and three classes in the experimental class. Class 4 is the control class. Questionnaire and vocabulary test are used in this study. This study focuses on two questions: 1) can situation-based vocabulary teaching stimulate students' interest in vocabulary learning? Can situation-based vocabulary teaching help students improve their vocabulary learning? In the first week before the experiment, the two classes will receive a questionnaire and a pre-vocabulary test. The purpose of the pre-questionnaire is to find out the students' attitude towards vocabulary teaching and vocabulary learning. The purpose of the pre-analysis test was to see if the two classes' English proficiency was the same. From the second week to 17th weeks, the experimental class used the situational method to teach, while the control class adopted the traditional teaching method. The two classes carried out vocabulary post-test and post-questionnaire survey respectively. The experimental results show that: 1. The situation-based vocabulary teaching can stimulate students' interest in vocabulary learning. 2. Situational approach based vocabulary teaching is helpful to improve students' vocabulary learning. Level. Experimental results show that. Creating a series of situations in vocabulary teaching to enable students to use English to think and communicate in a real English environment. This study can improve students' vocabulary memory efficiency and stimulate students' interest in learning words. It is of great significance to improve the teachers' teaching level and to change the students' vocabulary learning model. This thesis will be helpful to the further study and help the English teachers to find more effective English vocabulary teaching methods.
【學(xué)位授予單位】：渤海大學(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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