詞匯被一致公認(rèn)為一種語(yǔ)言的重要成分，而詞匯教學(xué)也是學(xué)習(xí)一門語(yǔ)言的重要內(nèi)容。在中國(guó)，老師和同學(xué)們?nèi)匀幻媾R英語(yǔ)詞匯教學(xué)效果不高的困境。從詞匯教學(xué)的歷史和近年來(lái)關(guān)于國(guó)內(nèi)外詞匯教學(xué)的研究,我們可以得出一個(gè)結(jié)論，即詞匯教學(xué)越來(lái)越由以前的孤立教學(xué)方式傾向于互動(dòng)教學(xué)方式。從我國(guó)英語(yǔ)詞匯教學(xué)的現(xiàn)狀來(lái)看，在中學(xué)教學(xué)中探索一種有效并可行的詞匯教學(xué)方法，以便有效地幫助學(xué)生提高英語(yǔ)詞匯水平是當(dāng)務(wù)之急。 圖式（Schema）的提法最早見于哲學(xué)家康德（Kant，1781）的著作�，F(xiàn)代心理學(xué)研究中英國(guó)心理學(xué)家巴特利特（F.Burtlett，1932）最早應(yīng)用圖式的概念。經(jīng)過實(shí)驗(yàn)，他認(rèn)為圖式是對(duì)先前反應(yīng)或經(jīng)驗(yàn)的一種積極組織，也就是說圖式是由過去的經(jīng)驗(yàn)組成的。本論文的主要目的就是探索一種有效并可行的基于圖式理論的英語(yǔ)詞匯教學(xué)方法。 在圖式理論的啟示下，本論文構(gòu)建一種語(yǔ)義圖，用于引導(dǎo)學(xué)生，激發(fā)他們大腦中現(xiàn)有的背景知識(shí)以理解新的知識(shí)。基于圖式理論的英語(yǔ)詞匯教學(xué)以這種語(yǔ)義圖為核心，可應(yīng)用高中英語(yǔ)的詞匯教學(xué)中。本論文通過一個(gè)實(shí)證驗(yàn)證這種教學(xué)方法相對(duì)于常規(guī)的教學(xué)方法是否更有效。 實(shí)驗(yàn)假設(shè)將圖式理論運(yùn)用在高中英語(yǔ)的詞匯教學(xué)中將會(huì)產(chǎn)...

【文章頁(yè)數(shù)】：116 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgments
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Objectives and Significance of the Study
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Vocabulary Teaching
        2.1.1 The Concept of Vocabulary
        2.1.2 Current Situation of English Vocabulary Teaching in Chinese Middle School
        2.1.3 Comments
    2.2 Overview of Vocabulary Teaching Development
        2.2.1 Grammar Translation Method
        2.2.2 Direct Method
        2.2.3 Audio-lingual Method
        2.2.4 Communicative Method
        2.2.5 Natural Method
        2.2.6 Lexical Approach
        2.2.7 Summary
    2.3 Studies Relevant to Vocabulary Teaching Outside
        2.3.1 Studies of Vocabulary Teaching from the Vocabulary Knowledge
        2.3.2 Studies of Vocabulary Teaching from Teaching Strategy
        2.3.3 Comments
    2.4 Relative Studies about Vocabulary Teaching in China
        2.4.1 Studies on Vocabulary Teaching from Structure Analysis
        2.4.2 Studies of Vocabulary Teaching from Contextual Perspective
        2.4.3 Studies of Vocabulary Teaching from Psychological Perspective
        2.4.4 Comments
    2.5 Summary
Chapter Three Theoretical Framework
    3.1 Schema Theory
        3.1.1 Definition of Schema
        3.1.2 Development of Schema Theory
        3.1.3 Classification of Schema
        3.1.4 Studies Related to Schema Theory and Vocabulary Teaching
        3.1.5 Summary
    3.2 Schema Theory and Vocabulary Teaching
        3.2.1 Schema and Vocabulary
        3.2.2 Presentation of Schema of Vocabulary with Semantic Map
        3.2.3 Construction of Semantic Map of Vocabulary in Light of Schema Theory
    3.3 Schema Theory and Vocabulary Learning Strategy
    3.4 Application of Schema Theory in Vocabulary Teaching Activity
    3.5 Summary
Chapter Four Methodology
    4.1 Objective of the Experiment
    4.2 Research Questions
    4.3 Research Subjects
    4.4 Instruments
        4.4.1 Pre-language Test and Post-language Test
        4.4.2 Pre-questionnaire and Post-questionnaire
        4.4.3 Data Statistics
    4.5 Research procedures
        4.5.1 Teaching Material
        4.5.2 Teaching Treatment
    4.6 Date Collection
    4.7 Summary
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Data Analysis of the Pre-test
        5.1.2 Data analysis of the Post-test
        5.1.3 Data analysis of the Pre-questionnaire
        5.1.4 Data analysis of the Post-questionnaire
    5.2 Discussions
    5.3 Summary
Chapter Six Conclusions
    6.1 Major Findings
    6.2 Pedagogical Implications for English Vocabulary Teaching
        6.2.1 Teaching Vocabulary from the Angle of Students
        6.2.2 Teaching New Words by Evoking the Background Knowledge
        6.2.3 Teaching Vocabulary with Well Planned Design
    6.3 Limitations of the Research
    6.4 Suggestions for Further Research
References
Appendix Ⅰ Teaching Treatment Cases for Experimental Class
Appendix Ⅱ Pre-Test of English Vocabulary
Appendix Ⅲ Post-Test of English Vocabulary
Appendix Ⅳ Questionnaire of English Vocabulary Learning Strategies
Appendix Ⅴ Scores of Pre-test
Appendix Ⅵ Scores of Post-test
Appendix Ⅶ Scores of Pre-questionnaire
Appendix Ⅷ Scores of Post-questionnaire



本文編號(hào)：3861087