當前高中英語詞匯課堂上普遍存在知識灌輸較多的現(xiàn)象,導致學生學習英語詞匯的熱情并不高。還有一些英語教師在教學中忽略英語詞匯的重要性,教學方法單一,課堂氣氛沉悶,結(jié)果一些學生的英語成績不高,而且對英語產(chǎn)生厭惡情緒,不愛學習英語,尤其是枯燥乏味的英語詞匯。這一定程度上影響了英語教學的質(zhì)量,這種課堂現(xiàn)象急需改變,好的英語課堂需要老師與學生相互配合,共同努力。本文作者旨在探究高中英語課堂中的詞匯教學。作者選取遼寧蓋州一高中的英語課堂進行了實證研究,通過調(diào)查問卷和詞匯測試等方法收集數(shù)據(jù)并運用SPSS軟件及李克特量表進行數(shù)據(jù)分析,探討教師調(diào)整教學方法在英語詞匯教學中所起的作用。鑒于本論文的重點是針對高中英語詞匯教學的現(xiàn)狀來促使教師適當調(diào)整教學方法,作者采用了社會文化理論中幾個重要的概念進行分析,即：中介、最近發(fā)展區(qū)和支架原理。分析結(jié)果表明,運用社會文化理論分析高中英語詞匯教學并對教學方法提出合理建議是可取的。本論文由五部分組成。第一部分為讀者展示了本論文的研究背景,研究意義及研究目的。第二部分著重介紹本論文的理論基礎(chǔ)和有關(guān)社會文化理論的國內(nèi)外文獻綜述。第三章描述了本論文的實驗,包括實驗目的,實驗對象... 

【文章來源】：遼寧師范大學遼寧省

【文章頁數(shù)】：59 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 The Background of the Research
    1.2 The Significance of the Research
    1.3 The Purpose of the Research
    1.4 The Layout of the Research
2 Literature Review
    2.1 Definition of English Vocabulary Teaching
    2.2 Theoretical Framework: Vygotsky’s Socio-cultural Theory
        2.2.1 Introduction
        2.2.2 Two Hypotheses of Socio-cultural Theory
        2.2.3 Key Concepts of Socio-cultural Theory
            2.2.3.1 Mediation
            2.2.3.2 Zone of Proximal Development
            2.2.3.3 Scaffolding
    2.3 Studies on Socio-cultural Theory at Home and Abroad
        2.3.1 Studies on Socio-cultural Theory Abroad
        2.3.2 Studies on Socio-cultural Theory at Home
3 Research Design
    3.1 Research Purpose
    3.2 Research Questions
    3.3 Research Subjects
    3.4 Research Instruments
    3.5 Experimental Procedures
    3.6 Data Collection
        3.6.1 Data Collection of the Tests
        3.6.2 Data Collection of the Questionnaires
            3.6.2.1 Data Collection of the Pre-questionnaire
            3.6.2.2 Data Collection of the Post-questionnaire
4 Analysis and Discussion
    4.1 Analysis and Discussion of the Results of the Experiment
        4.1.1 Analysis and Discussion of the Results of the Tests
        4.1.2 Analysis and Discussion of the Results of the Questionnaires
    4.2 Summary of the Experiment
    4.3 Suggestions to English Vocabulary Teaching
        4.3.1 Teacher’s Role on the Vocabulary Materials
        4.3.2 Teacher’s Role on the Vocabulary Learning
        4.3.3 Teacher’s Role on the Vocabulary Test
        4.3.4 Teacher’s Role on the Vocabulary Learning Activities
        4.3.5 Other Suggestions to the English Vocabulary Teaching
5 Conclusion
    5.1 Major Findings Of the Research
    5.2 Suggestions for Further Study
    5.3 Limitations of the Research
References
Appendix A
Appendix B
Appendix C
Acknowledgements



本文編號：2980200