詞匯是學(xué)好語言的要素之一,英語詞匯教學(xué)是提高學(xué)生英語水平的重要環(huán)節(jié)。恰當(dāng)?shù)挠⒄Z詞匯教學(xué)不僅能為學(xué)生掌握英語詞匯提供指導(dǎo)與幫助,同時也能幫助學(xué)生掌握詞匯學(xué)習(xí)策略,從而為他們的終身學(xué)習(xí)能力打下良好的基礎(chǔ)。然而,在許多高中英語課堂中,傳統(tǒng)的詞匯教學(xué)方式往往導(dǎo)致教學(xué)效果差。多年來,許多英語教學(xué)研究者不斷探索有效的詞匯教學(xué)模式,其中,依靠現(xiàn)代化網(wǎng)絡(luò)技術(shù)進行教學(xué)給英語詞匯教學(xué)的研究帶來了新的靈感。MOOC是網(wǎng)絡(luò)教學(xué)的典型代表,它顛覆了傳統(tǒng)的課堂教學(xué)形式。后MOOC時代,SPOC（Small Private Online Course）的悄然出現(xiàn)為語言教學(xué)提供了新模式。它將MOOC教學(xué)模式與實體課堂相結(jié)合,不僅豐富了語言教學(xué)模式,又有效提高語言教學(xué)質(zhì)量和學(xué)生學(xué)習(xí)興趣。因此SPOC可以嘗試運用到高中英語詞匯教學(xué)當(dāng)中。為了探索SPOC模式在高中英語詞匯教學(xué)中的應(yīng)用效果,在建構(gòu)主義,學(xué)習(xí)金字塔理論和掌握學(xué)習(xí)理論的指導(dǎo)下對盤錦市某高中高二年級兩個平行班學(xué)生進行了實證研究,通過實驗測試、問卷調(diào)查和訪談探討以下三個問題:（1）SPOC模式對于學(xué)生的詞匯學(xué)習(xí)有什么影響?（2）SPOC模式對學(xué)生的詞匯學(xué)習(xí)策略有什么... 

【文章來源】：遼寧師范大學(xué)遼寧省

【文章頁數(shù)】：58 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Organization of the Thesis
2 Literature Review
    2.1 Overview on SPOC
    2.2 Theoretical Basis
        2.2.1 Constructivism
        2.2.2 Learning Pyramid Theory
        2.2.3 Mystery Learning Theory
    2.3 Studies on SPOC at Home and Abroad
    2.4 The SPOC Model Developed for the Study
3 Research Methodology
    3.1 Research Questions
    3.2 Participants of the Study
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Questionnaires
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 Preparation Stage
        3.4.2 Experiment
        3.4.3 After Experiment
    3.5 Teaching Design Applying SPOC Teaching Model
        3.5.1 Preparation Before Class
        3.5.2 Online Learning
        3.5.3 Classroom Teaching
        3.5.4 Teachers’ Reflection
    3.6 Data Collection
4 Data Analysis and Discussion
    4.1 Analysis of the Two Tests
        4.1.1 Analysis of the Data Results from Pre-test
        4.1.2 Analysis of the Data Results from Post-test
    4.2 Analysis of the Results of Questionnaires
        4.2.1 Analysis of the Pre-questionnaire
        4.2.2 Analysis of the Post-questionnaire
    4.3 Analysis of the Interview
    4.4 Discussion
        4.4.1 The Effect of SPOC Model on Students’ Vocabulary Learning
        4.4.2 The Effect of SPOC Teaching Model on Students’ Vocabulary Learning Strategies
        4.4.3 The Effect of SPOC Teaching Model on Students’ Interest and Attitudes
5 Conclusion
    5.1 Major findings
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Prospect for Further Study
References
Appendix A Pre-test Paper
Appendix B Post-test Paper
Appendix C Questionnaire One
Appendix D Questionnaire Two
Appendix E Interview
Acknowledgements



本文編號：3197097