【摘要】：詞匯是語(yǔ)言的“建筑材料”,是理解和表達(dá)的基礎(chǔ)。詞匯量的大小直接影響英語(yǔ)聽(tīng)、說(shuō)、讀、寫(xiě)能力的發(fā)展,所以詞匯教學(xué)應(yīng)貫穿英語(yǔ)教學(xué)的始終。多年來(lái),英語(yǔ)詞匯教學(xué)中的“費(fèi)時(shí)低效”一直是初中英語(yǔ)教師與英語(yǔ)學(xué)習(xí)者普遍關(guān)心的問(wèn)題�？上驳氖�,近年來(lái),信息化時(shí)代的到來(lái)不僅帶來(lái)了詞匯教學(xué)技術(shù)上的革新,改變了傳統(tǒng)教學(xué)方式,而且更新了廣大教師和學(xué)生的教學(xué)理念和學(xué)習(xí)理念,提高了詞匯教學(xué)效率。本文首先對(duì)信息技術(shù)如何應(yīng)用于詞匯教學(xué)以及對(duì)學(xué)生的詞匯學(xué)習(xí)進(jìn)行界定,進(jìn)而筆者通過(guò)對(duì)全國(guó)初中英語(yǔ)第十一屆優(yōu)質(zhì)課視頻進(jìn)行觀察總結(jié)出信息技術(shù)視角下詞匯教學(xué)的特征,分析結(jié)果表明:現(xiàn)代化信息技術(shù)手段能促進(jìn)學(xué)生的詞匯學(xué)習(xí),縮短詞匯學(xué)習(xí)時(shí)間,在一定程度上改變學(xué)生的詞匯學(xué)習(xí)方式,由被動(dòng)學(xué)習(xí)轉(zhuǎn)為主動(dòng)、探索、合作學(xué)習(xí)。提高學(xué)習(xí)效果,激發(fā)學(xué)生的學(xué)習(xí)熱情。為了進(jìn)一步驗(yàn)證研究結(jié)論的可靠性,客觀感知學(xué)生詞匯學(xué)習(xí)情況,了解教師與學(xué)生對(duì)信息技術(shù)手段輔助詞匯教學(xué)的真實(shí)想法,筆者又對(duì)菏澤市二十二中初級(jí)中學(xué)初一年級(jí)五個(gè)班級(jí)進(jìn)行現(xiàn)場(chǎng)課堂觀察和教師訪談及學(xué)生問(wèn)卷調(diào)查。觀察五位教師的十節(jié)詞匯教學(xué)課,并對(duì)真實(shí)課堂下的信息技術(shù)輔助詞匯教學(xué)進(jìn)行觀察記錄,進(jìn)一步證實(shí)了以上研究結(jié)論。本文采用兩種研究方式,一種是分析優(yōu)質(zhì)課,另一種是常態(tài)課堂觀察。通過(guò)分析優(yōu)質(zhì)課,我們可以看到最新穎的現(xiàn)代化信息手段使用方式,供我們學(xué)習(xí)和參考。但是,優(yōu)質(zhì)課畢竟是由團(tuán)隊(duì)打造的精品課,單從優(yōu)質(zhì)課視頻中得出的結(jié)論還不足為信,筆者也無(wú)法真實(shí)客觀地感知學(xué)生學(xué)習(xí)詞匯的效果,學(xué)習(xí)的氛圍,課堂參與度及情感的變化。所以,常態(tài)課堂觀察可以彌補(bǔ)這些不足,并對(duì)優(yōu)質(zhì)課中的信息技術(shù)使用手段進(jìn)行實(shí)踐和補(bǔ)充。
[Abstract]:Vocabulary is the building material of language and the basis of understanding and expression. The size of vocabulary directly affects the development of English listening, speaking, reading and writing ability, so vocabulary teaching should run through English teaching all the time. For many years, English vocabulary teaching "time-consuming and inefficient" has been a common concern of junior high school English teachers and English learners. Fortunately, in recent years, the arrival of the information age has not only brought about the innovation of vocabulary teaching technology, changed the traditional teaching methods, but also updated the teaching ideas and learning concepts of teachers and students, and improved the efficiency of vocabulary teaching. This paper first defines how information technology is applied to vocabulary teaching and vocabulary learning of students, and then the author summarizes the characteristics of vocabulary teaching from the perspective of information technology through the observation of the eleventh high quality video of junior high school English in China. The results show that modern information technology can promote students' vocabulary learning, shorten vocabulary learning time, change students' vocabulary learning style from passive learning to active, exploratory and cooperative learning to a certain extent. Improve the effect of learning, stimulate students' enthusiasm for learning. In order to further verify the reliability of the research conclusions, objectively perceive the students' vocabulary learning situation, and understand the real ideas of teachers and students on information technology (IT) assisted vocabulary teaching. The author also carries on the field classroom observation, the teacher interview and the student questionnaire to the Heze 22 junior middle school grade one grade five classes. By observing ten vocabulary teaching courses of five teachers and observing the information technology assisted vocabulary teaching in real classroom, the above conclusions are further confirmed. This article adopts two kinds of research methods, one is to analyze the high-quality class, the other is the normal classroom observation. Through the analysis of high-quality courses, we can see the most novel use of modern information means for us to learn and reference. However, the high quality class is made by the team after all, the conclusion drawn from the high quality lesson video is not reliable, the author can not truly and objectively perceive the effect of students' vocabulary learning and the atmosphere of learning. Changes in classroom participation and emotion. Therefore, normal classroom observation can make up for these deficiencies, and practice and supplement the use of information technology in high-quality classes.
【學(xué)位授予單位】：聊城大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41;G434

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