在語(yǔ)言學(xué)習(xí)的過(guò)程中，詞匯一直是至關(guān)重要的一個(gè)部分。2011年國(guó)家教育部頒布的新課程標(biāo)準(zhǔn)規(guī)定：初中畢業(yè)生至少要掌握1500-1600個(gè)英語(yǔ)單詞《新課標(biāo)對(duì)詞匯量要求的提高無(wú)疑給初中學(xué)生帶來(lái)了新的挑戰(zhàn)。然而，雖然中學(xué)生們也花費(fèi)了大量的時(shí)間在詞匯學(xué)習(xí)上，但他們的學(xué)習(xí)成果卻并不盡人意。還有不少學(xué)生抱怨說(shuō)詞匯學(xué)習(xí)對(duì)他們而言是一個(gè)非常艱難的任務(wù)。因此，探索和發(fā)現(xiàn)詞匯學(xué)習(xí)的策略來(lái)幫助學(xué)生提高詞匯學(xué)習(xí)的效果是國(guó)內(nèi)外學(xué)者和教宵家急需解決的問(wèn) 本文的內(nèi)容主要包括：建構(gòu)主義代表人物及其觀點(diǎn)，建構(gòu)主義學(xué)習(xí)觀、知識(shí)觀以及教學(xué)觀，基于建構(gòu)主義理論對(duì)新課程標(biāo)準(zhǔn)進(jìn)行分析。通過(guò)比較筆者發(fā)現(xiàn)傳統(tǒng)詞匯教學(xué)存在種種不足之處。根據(jù)初中生詞匯學(xué)習(xí)的內(nèi)容，作者將重點(diǎn)放在了建構(gòu)主義詞匯教學(xué)策略上，比如分類法、在語(yǔ)境中學(xué)習(xí)詞匯法、構(gòu)詞聯(lián)想法、詞義聯(lián)想法、興趣激發(fā)法、交流活動(dòng)法等等。 作者設(shè)計(jì)了三份問(wèn)卷調(diào)查表來(lái)分別調(diào)查初中生對(duì)詞匯學(xué)習(xí)的態(tài)度以及他們?cè)谠~匯學(xué)習(xí)過(guò)程中會(huì)使用到的一些策略。另外作者還設(shè)計(jì)了教師調(diào)查問(wèn)卷，目的是從教師的角度來(lái)解讀學(xué)生的詞匯學(xué)習(xí)情況以及課堂詞匯教學(xué)的現(xiàn)狀。通過(guò)調(diào)查問(wèn)卷，我們發(fā)現(xiàn)學(xué)生詞匯學(xué)習(xí)能力薄弱的原因是他們沒(méi)有掌握...

【文章頁(yè)數(shù)】：73 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Contents
Chapter One Introduction
    1.1 Background of the Research
        1.1.1 Demands of the Developing Era
        1.1.2 Demands of the New Curriculum Reform
        1.1.3 Current Status of Vocabulary in Middle School in China
    1.2 Aim of the Study
    1.3 Significance of the Research
    1.4 The Framework of the Thesis
Chapter Two Literature Review
    2.1 Several Presentative Figures of Constructivism
    2.2 Constructivist Learning and Teaching Theories
        2.2.1 Constructivist View of Knowledge
        2.2.2 Constructivist View of Teaching
        2.2.3 Constructivist View of Learning
    2.3 Analysis of New Curriculum Standard from Constructivist Perspective
        2.3.1 The Optimization of Learning Styles
        2.3.2 The Advocacy of the Change of Teachers’ Roles
        2.3.3 New Notion of Assessment
    2.4 Current Studies on Vocabulary Learning and Teaching Abroad and at Home
        2.4.1 Current Studies Abroad
        2.4.2 Current Studies at Home
        2.4.3 Current Studies on Constructivist Vocabulary Learning and Teaching Strategies
Chapter Three A Survey of Vocabulary Learning and Teaching Strategies in Middle School
    3.1 Research Objectives
    3.2 Subject Description
    3.3 Instruments
    3.4 Research Procedures
    3.5 The Result of the Questionnaires for Students
        3.5.1 The Result of the Questionnaire I
        3.5.2 The Result of the Questionnaire II
        3.5.3 The Result of the Questionnaire III
    3.6 Summary
Chapter Four Constructivist Vocabulary Learning Strategies
    4.1 Traditional Methods of Vocabulary Learning and Teaching
    4.2 Constructivist Methods of Vocabulary Learning and Teaching
    4.3 Contents of Vocabulary Learning and Teaching
    4.4 Vocabulary Learning and Teaching Strategies Based on Constructivist Theories
        4.4.1 Interest Stimulating
        4.4.2 Word Grouping
        4.4.3 Context Creating
        4.4.4 Scientific Reviewing
        4.4.5 Word Building Association
        4.4.6 Word Meaning Association
        4.4.7 Dictionary Look-up
        4.4.8 Making Use of Multimedia
        4.4.9 Communicative Activities
    4.5 Some Improvement of These Strategies
    4.6 Summary
Chapter Five An Experimental Study
    5.1 Object of the Experiment
    5.2 Subject of the Experiment
    5.3 Teaching Procedures
        5.3.1 Teaching Procedures for CG
        5.3.2 Teaching Procedures for EG
    5.4 Analysis of the Pre-test
    5.5 Analysis of the Post-test
    5.6 Discussion
    5.7 Summary
Chapter Six Conclusion
    6.1 Findings of the Thesis
    6.2 Some Implications for both Teachers and Students
    6.3 Limitations of the Study
Bibliography
Appendix I
Appendix II
Appendix III
Appendix IV
Appendix V
Acknowledgements



本文編號(hào)：3801699