本文選題：支架式教學(xué)法 + 初中英語(yǔ)��； 參考：《延安大學(xué)》2015年碩士論文

【摘要】：詞匯不僅是英語(yǔ)學(xué)習(xí)的最基礎(chǔ)部分,也是最重要的部分。盡管有許多的初中英語(yǔ)教師認(rèn)識(shí)到了詞匯教學(xué)的重要性,并在詞匯教學(xué)上投入了大量的時(shí)間和精力,但學(xué)生對(duì)詞匯的掌握程度還是不盡人意。因此,為初中英語(yǔ)詞匯教學(xué)尋找一條省時(shí)又高效的方法是中學(xué)教師面臨的一項(xiàng)重要任務(wù)。支架式教學(xué)法的理論基礎(chǔ)是建構(gòu)主義理論和維果斯基的最近發(fā)展區(qū)理論。它能夠?yàn)閷W(xué)習(xí)者在學(xué)習(xí)困難時(shí)提供適當(dāng)?shù)貛椭?使學(xué)習(xí)者完成學(xué)習(xí)任務(wù)并提高學(xué)習(xí)者的獨(dú)立完成任務(wù)能力。這種教學(xué)方法在西方國(guó)家已被證實(shí)是一種有效的課堂教學(xué)模式,并被廣泛應(yīng)用。本文將以支架式教學(xué)法為指導(dǎo),探討如何更好地進(jìn)行初中英語(yǔ)詞匯教學(xué)。為了完成本次研究,作者選取了兩個(gè)英語(yǔ)水平相當(dāng)?shù)陌嘧鳛閷?shí)驗(yàn)對(duì)象。一個(gè)班是實(shí)驗(yàn)班,采用支架式教學(xué),另一個(gè)為對(duì)照班,采用傳統(tǒng)教學(xué)法。在實(shí)驗(yàn)之前,先對(duì)兩個(gè)班學(xué)生進(jìn)行了第一次問(wèn)卷調(diào)查(前問(wèn)卷調(diào)查)和第一次詞匯測(cè)試(前測(cè)),以了解學(xué)生的詞匯學(xué)習(xí)現(xiàn)狀。近三個(gè)月的教學(xué)后,又對(duì)兩個(gè)班學(xué)生做了第二次詞匯測(cè)試(后測(cè)),并在實(shí)驗(yàn)班做了第二次調(diào)查問(wèn)卷,以了解將支架式教學(xué)法運(yùn)用于初中英語(yǔ)詞匯教學(xué)中是否有效。實(shí)驗(yàn)表明,支架式教學(xué)法不僅幫助實(shí)驗(yàn)班的學(xué)生擴(kuò)大了詞匯掌握量,也能提高學(xué)生的詞匯學(xué)習(xí)興趣。因此,在初中英語(yǔ)詞匯教學(xué)中運(yùn)用支架式教學(xué)法是很有效的。全文研究共包括五章的內(nèi)容。第一章介紹了本文的研究原因和研究目的與意義。第二章介紹了支架式教學(xué)法研究現(xiàn)狀,并提出本研究的創(chuàng)新之處。第三章介紹了此實(shí)驗(yàn)的研究設(shè)計(jì),并介紹了支架式教學(xué)法在初中英語(yǔ)詞匯教學(xué)中的應(yīng)用模式。第四章是本次教學(xué)實(shí)驗(yàn)的數(shù)據(jù)分析。第五章為結(jié)論。即總結(jié)實(shí)驗(yàn)結(jié)果,并指出本次研究的啟示與不足。希望本研究能為初中英語(yǔ)詞匯教學(xué)起到一定的參考價(jià)值。
[Abstract]:Vocabulary is not only the most important part of English learning, but also the most important part. Although many junior high school English teachers have realized the importance of vocabulary teaching and put a lot of time and energy into the vocabulary teaching, the students' degree of vocabulary mastery is still not satisfactory. Therefore, it is necessary to find one for the teaching of English vocabulary in junior middle school. The time saving and efficient method is an important task for middle school teachers. The theoretical basis of the scaffolding approach is constructivism theory and Viggo J Ki's theory of the nearest development zone. It can provide the learners with the appropriate help in learning difficulties, make the learners complete the learning task and improve the learner's ability to accomplish the task independently. This teaching method has been proved to be an effective classroom teaching model in western countries and is widely used. This paper will take the scaffolding teaching method as the guide to discuss how to better carry on the English Vocabulary Teaching in junior middle school. In order to complete this study, the author chooses two equivalent classes in English as the experimental object. One class is real. Before the experiment, the first questionnaire survey (pre questionnaire survey) and the first vocabulary test (pre test) were carried out to two classes of students to understand the students' vocabulary learning status. After nearly three months of teaching, second vocabulary tests were done to two classes of students. The test (post test) and second questionnaires were made in the experimental class to know whether it was effective to use the Scaffolding Teaching Method in English Vocabulary Teaching in junior middle school. The experiment showed that the scaffolding method not only helped the students in the experimental class enlarge the vocabulary mastery, but also improve the students' interest in vocabulary learning. Therefore, it was used in the teaching of English vocabulary in junior middle school. The full text study includes five chapters. The first chapter introduces the reasons for the study and the purpose and significance of the study. The second chapter introduces the research status of the scaffolding teaching method and puts forward the innovation of this study. The third chapter introduces the research design of this experiment, and introduces the Scaffolding Teaching Method. The fourth chapter is the data analysis of the English Vocabulary Teaching in junior middle school. The fifth chapter is the conclusion. That is to conclude the experimental results, and point out the inspiration and deficiency of this study. I hope this study can be a certain reference value for junior high school English vocabulary teaching.

【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

【共引文獻(xiàn)】

相關(guān)期刊論文 前6條

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本文編號(hào)：1809388