本文選題：情境教學(xué)模式　切入點(diǎn)：詞匯教學(xué)　出處：《西安外國(guó)語大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著時(shí)代的發(fā)展和社會(huì)的進(jìn)步,社會(huì)對(duì)外語應(yīng)用型人才的需求量增大,國(guó)家也提高了外語類人才的要求。國(guó)家層面越來越重視外語教學(xué),我國(guó)教育部提出外語教學(xué)的首要任務(wù)是提升學(xué)生的語言運(yùn)用能力,而語言運(yùn)用能力與詞匯教學(xué)是分不開的。當(dāng)今詞匯教學(xué)不能再是簡(jiǎn)單的教授學(xué)生單詞的詞義,而是引導(dǎo)學(xué)生合理地在具體情境中運(yùn)用單詞。在這種背景下,詞匯教學(xué)方法的重要性尤為凸顯。各個(gè)語言學(xué)派對(duì)此十分重視,并提出了相對(duì)科學(xué)的詞匯教學(xué)方法,情境教學(xué)法就是其中之一。情境教學(xué)法自上世紀(jì)末傳入我國(guó)后,在基礎(chǔ)教育階段發(fā)揮了舉足輕重的作用,但是該教學(xué)法是否同樣適用于國(guó)內(nèi)高等教育階段有待進(jìn)一步探究。本研究選取西安市某三本高校非英語專業(yè)二年級(jí)兩個(gè)平行班的學(xué)生,進(jìn)行了一個(gè)學(xué)期的情境模式詞匯教學(xué)實(shí)驗(yàn),試圖探究情境教學(xué)模式在大學(xué)的適用性以及是否能夠改善大學(xué)生詞匯學(xué)習(xí)方法和提高詞匯產(chǎn)出性知識(shí)。實(shí)驗(yàn)結(jié)束后,通過數(shù)據(jù)分析同時(shí)根據(jù)數(shù)據(jù)結(jié)果進(jìn)行分組,得出以下結(jié)論:首先,情境教學(xué)模式可以很好地改善學(xué)生的詞匯學(xué)習(xí)方法;其次,與控制班相比,情境教學(xué)模式可以更大幅度提升實(shí)驗(yàn)班高分組學(xué)生的詞匯產(chǎn)出性知識(shí),但是對(duì)于實(shí)驗(yàn)班中間分組和低分組學(xué)生的詞匯產(chǎn)出性知識(shí)提高有限。最后,針對(duì)高校教師詞匯教學(xué)法,本文提出了應(yīng)用情境模式以及綜合應(yīng)用多種方法的建議。
[Abstract]:With the development of the times and the progress of the society, the demand for foreign language applied talents is increasing, and the country has also raised the requirements of foreign language talents. At the national level, more and more attention has been paid to foreign language teaching. The Ministry of Education of our country put forward that the primary task of foreign language teaching is to improve the students' ability to use the language, and the ability of using the language is inseparable from the teaching of vocabulary. Nowadays, vocabulary teaching can no longer simply teach students the meaning of words. In this context, the importance of vocabulary teaching methods is particularly prominent. All linguistic parties attach great importance to this, and put forward a relatively scientific vocabulary teaching methods. Situational teaching method is one of them. Since it was introduced into our country in 0th century, situational teaching method has played an important role in the stage of basic education. However, whether the teaching method can be applied to the stage of higher education in China remains to be further explored. This study selects students from two parallel classes of non-English major in three universities in Xi'an. A one-semester situational vocabulary teaching experiment was conducted to explore the applicability of the situational teaching model in university and whether it can improve the vocabulary learning methods and vocabulary productive knowledge of college students. Through data analysis and grouping according to the data results, the following conclusions can be drawn: first, the situational teaching model can improve the vocabulary learning methods of students; secondly, compared with the control class, the situation teaching model can improve the vocabulary learning methods of students. The situational teaching model can greatly improve the students' vocabulary productive knowledge in the high score group of the experimental class, but the vocabulary productive knowledge of the middle and low groups students in the experimental class is limited. Finally, aiming at college teachers' vocabulary teaching method, the situation teaching model can improve the vocabulary production knowledge of the students in the experimental class. This paper puts forward some suggestions on the application of situational pattern and comprehensive application of various methods.
【學(xué)位授予單位】：西安外國(guó)語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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