【摘要】：詞匯學(xué)習(xí)對(duì)于英語(yǔ)教學(xué)是必不可少的一部分,也是學(xué)生進(jìn)行英語(yǔ)學(xué)習(xí),交流的基礎(chǔ)。當(dāng)今學(xué)校的大部分老師在進(jìn)行詞匯教學(xué)時(shí),普遍采用的多為傳統(tǒng)的詞匯學(xué)習(xí)。這一教學(xué)方式雖然比較常見(jiàn)且被較多的使用,但是仍然避免不了有一些弊端和缺點(diǎn):學(xué)生耗時(shí)多且記憶效果不明顯,上課的學(xué)習(xí)興趣和積極性不夠大等等。針對(duì)這樣的教學(xué)狀況,筆者立足于提高學(xué)生的學(xué)習(xí)效率和興趣,提出了通過(guò)情景教學(xué)法進(jìn)行詞匯教學(xué)的實(shí)證研究這個(gè)課題。雖然情景教學(xué)法有巨大的理論支撐,但是筆者為了驗(yàn)證一下它是否比傳統(tǒng)詞匯教學(xué)法更具有優(yōu)勢(shì),更符合高中學(xué)生學(xué)習(xí)詞匯,為此,筆者進(jìn)行了幾個(gè)月的研究。筆者在實(shí)習(xí)期間,進(jìn)行了關(guān)于情景教學(xué)對(duì)于詞匯學(xué)習(xí)的研究,以實(shí)習(xí)學(xué)校的兩個(gè)平行班作為研究對(duì)象,一個(gè)為控制班,另一個(gè)作為實(shí)驗(yàn)班,分別采用傳統(tǒng)詞匯教學(xué)法和情景教學(xué)法進(jìn)行詞匯教學(xué),在研究過(guò)程中,筆者采用了問(wèn)卷,訪談,實(shí)驗(yàn)測(cè)試幾種方法,最后依據(jù)這些調(diào)查結(jié)果來(lái)進(jìn)行分析,得出結(jié)論。最后在實(shí)驗(yàn)結(jié)束后,發(fā)現(xiàn)實(shí)驗(yàn)班的成績(jī)確實(shí)比控制班有顯著提高,且訪談和問(wèn)卷也證明了實(shí)驗(yàn)班的學(xué)生學(xué)習(xí)積極性和興趣有所提高。這一結(jié)果證實(shí)了筆者的想法,情景教學(xué)法確實(shí)在詞匯教學(xué)方面比傳統(tǒng)教學(xué)法更有效可行。
[Abstract]:Vocabulary learning is an essential part of English teaching, and also the basis of English learning and communication. Nowadays, most teachers in schools generally use traditional vocabulary learning in vocabulary teaching. Although this teaching method is more common and used more often, it still can not avoid some disadvantages: the students' time-consuming and memory effect is not obvious, the interest and enthusiasm of learning in class is not large enough and so on. In view of this teaching situation, based on improving the students' learning efficiency and interest, the author puts forward an empirical study on vocabulary teaching through situational teaching. Although the situational approach has great theoretical support, in order to verify whether it has more advantages than the traditional vocabulary teaching method and is more suitable for senior high school students to learn vocabulary, the author has carried out a few months of research. During the practice period, the author conducted a study on the vocabulary learning in situational teaching. Two parallel classes in the practice school were taken as the research objects, one as the control class and the other as the experimental class. In the course of the research, the author adopts questionnaire, interview and experimental test methods. Finally, according to the results of the investigation, the author makes an analysis and draws a conclusion. Finally, after the experiment, it is found that the performance of the experimental class is significantly higher than that of the control class, and interviews and questionnaires also prove that the students in the experimental class have improved their enthusiasm and interest in learning. This result confirms the author's idea that situational approach is more effective than traditional teaching method in vocabulary teaching.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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