詞匯是語言的基礎(chǔ),是提高聽,說,讀,寫等能力的前提,因此詞匯教學(xué)在英語教學(xué)中至關(guān)重要�！读x務(wù)教育英語課程標(biāo)準(zhǔn)》對英語詞匯做出了明確的規(guī)定。學(xué)生應(yīng)學(xué)會使用1500-1600個單詞和200-300個習(xí)慣用語或固定搭配。他們不僅要掌握詞匯的基礎(chǔ)內(nèi)容,還要學(xué)會靈活地運(yùn)用。但在實際教學(xué)中,傳統(tǒng)的詞匯教學(xué)方法由于短期見效快的特點,還是受到很多農(nóng)村初中教師的追捧。這些詞匯教學(xué)方法不利于提高學(xué)生詞匯能力的提升,對于詞匯的長期效應(yīng)收效甚微,乃至出現(xiàn)學(xué)生對英語詞匯學(xué)習(xí)的厭倦,畏懼心理。這不符合學(xué)生的認(rèn)知規(guī)律和新課程標(biāo)準(zhǔn)的要求。基于農(nóng)村中學(xué)英語詞匯教學(xué)的現(xiàn)狀,筆者將思維導(dǎo)圖法融入詞匯教學(xué),并嘗試解決下面兩個問題:研究問題主要包括:思維導(dǎo)圖法對提高農(nóng)村初中學(xué)生英語詞匯水平有什么作用?農(nóng)村中學(xué)生對于詞匯學(xué)習(xí)態(tài)度有什么變化?本研究針對2個班級學(xué)生采用對比教學(xué)實驗。研究者選擇了八年一班和五班作為研究對象,這兩個班在詞匯學(xué)習(xí)能力上沒有明顯差異。一班為實驗班采用思維導(dǎo)圖進(jìn)行教學(xué),五班為控制班應(yīng)用傳統(tǒng)教學(xué)方式。筆者采用問卷調(diào)查、測試和訪談的方式對初中英語詞匯教學(xué)進(jìn)行實驗研究。并使用SPSS 23.0對結(jié)果進(jìn)行分析。通過對... 

【文章來源】：沈陽師范大學(xué)遼寧省

【文章頁數(shù)】：97 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Overall Structure of the Thesis
Chapter2 Literature Review
    2.1 Mind Mapping
        2.1.1 Definitions of Mind Mapping
        2.1.2 Features and Principles of Mind Mapping
    2.2 Vocabulary and Vocabulary Teaching
        2.2.1 Definitions of Vocabulary
        2.2.2 Basic Principles of Vocabulary Teaching
        2.2.3 Methods of Vocabulary Teaching
    2.3 Related Theories on Mind Mapping
        2.3.1 Knowledge Visualization
        2.3.2 Brain Science Theory
        2.3.3 Constructivism
    2.4 Previous Studies of Mind Mapping on Vocabulary Teaching
        2.4.1 Previous Studies Abroad
        2.4.2 Previous Studies at Home
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Tests
        3.3.3 Interview
    3.4 Teaching Procedure
    3.5 Data Collection and Analysis
Chapter4 Results and Discussion
    4.1 Results
        4.1.1 Results of Questionnaires
        4.1.2 Results of the Pre-test
        4.1.3 Results of the Post-test
        4.1.4 Results of the Interview
    4.2 Discussion
        4.2.1 Discussion on the Effects of Mind Mapping Approach on Improving Students’ English Vocabulary Proficiency
        4.2.2 Discussion on the Changes of Students’ Attitudes towards English Vocabulary Learning
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D



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