當(dāng)前高中英語(yǔ)詞匯課堂上普遍存在知識(shí)灌輸較多的現(xiàn)象,導(dǎo)致學(xué)生學(xué)習(xí)英語(yǔ)詞匯的熱情并不高。還有一些英語(yǔ)教師在教學(xué)中忽略英語(yǔ)詞匯的重要性,教學(xué)方法單一,課堂氣氛沉悶,結(jié)果一些學(xué)生的英語(yǔ)成績(jī)不高,而且對(duì)英語(yǔ)產(chǎn)生厭惡情緒,不愛學(xué)習(xí)英語(yǔ),尤其是枯燥乏味的英語(yǔ)詞匯。這一定程度上影響了英語(yǔ)教學(xué)的質(zhì)量,這種課堂現(xiàn)象急需改變,好的英語(yǔ)課堂需要老師與學(xué)生相互配合,共同努力。本文作者旨在探究高中英語(yǔ)課堂中的詞匯教學(xué)。作者選取遼寧蓋州一高中的英語(yǔ)課堂進(jìn)行了實(shí)證研究,通過(guò)調(diào)查問卷和詞匯測(cè)試等方法收集數(shù)據(jù)并運(yùn)用SPSS軟件及李克特量表進(jìn)行數(shù)據(jù)分析,探討教師調(diào)整教學(xué)方法在英語(yǔ)詞匯教學(xué)中所起的作用。鑒于本論文的重點(diǎn)是針對(duì)高中英語(yǔ)詞匯教學(xué)的現(xiàn)狀來(lái)促使教師適當(dāng)調(diào)整教學(xué)方法,作者采用了社會(huì)文化理論中幾個(gè)重要的概念進(jìn)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(yùn)用社會(huì)文化理論分析高中英語(yǔ)詞匯教學(xué)并對(duì)教學(xué)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(huì)文化理論的國(guó)內(nèi)外文獻(xiàn)綜述。第三章描述了本論文的實(shí)驗(yàn),包括實(shí)驗(yàn)?zāi)康?實(shí)驗(yàn)對(duì)象... 

【文章來(lái)源】：遼寧師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：59 頁(yè)

【學(xué)位級(jí)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



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