本文選題：蒙古族高中生　切入點：詞匯自主學習策略　出處：《內蒙古師范大學》2017年碩士論文

【摘要】：社會的發(fā)展進步使得終身教育己經(jīng)作為一種新的教育理念受到越來越多的關注和推崇。因為,學生時代獲得的知識技能根本無法適應快速發(fā)展的高科技社會的要求。與小學生和初中生相比,高中學生的學習動機、元認知水平和認知能力已經(jīng)發(fā)展到比較成熟的程度,這為他們的自主學習能力的發(fā)展奠定了基礎。而且,新課程標準也要求教師改變傳統(tǒng)的教學方式,加強對學生學習策略的指導,幫助他們形成自主學習能力。這就要求教師在傳授課堂知識的同時,應著力培養(yǎng)學習者自主學習意識和能力。學生自主學習策略不僅帶來有效的學習方法,更是促成教學達到目標的不可或缺的要素。目前我國在英語詞匯自主學習研究當中,針對不同層次的英語學習者詞匯學習策略的研究不足,尤其是對高中生英語詞匯自主學習策略的研究較少而且也不系統(tǒng)。本論文以此為切入點,采用問卷調查和訪談的作為工具對赤峰大板蒙古族中學83名高二年級的學生英語詞匯自主學習策略的選擇與使用情況進行了調查研究,從而揭示蒙古族高中生對英語詞匯自主學習策略的態(tài)度、觀念和策略使用等方面的情況。本論文分為五個部分組成。第一部分,簡要陳述研究背景,研究意義和論文結構。第二部分回顧了相關詞匯自主學習策略的定義以及國內外研究成果,此外還有理論基礎。第三部分介紹了本次研究的方法及在大板蒙古族中學采集數(shù)據(jù)的過程。第四部分通過數(shù)據(jù)分析,探討了蒙古族高中生英語詞匯自主學習策略應用情況。最后在第五部分里總結了在中國教學環(huán)境下蒙古族高中生英語語詞匯自主學習策略的情況以及論文當中的局限性和對后者研究的建議。本研究根據(jù)問卷調查以及訪的數(shù)據(jù)發(fā)現(xiàn)蒙古族高中生使用多種多樣的詞匯自主學習策略,其中最常被蒙古族高中生使用的是聯(lián)想策略和活用策略,而蒙古族高中生最少用到的詞匯自主學習策略是計劃策略。
[Abstract]:With the development of society, lifelong education has been paid more and more attention as a new concept of education.Because the knowledge and skills acquired as students simply can not adapt to the requirements of a rapidly developing high-tech society.Compared with primary school students and junior high school students, the learning motivation, metacognitive level and cognitive ability of senior high school students have developed to a more mature level, which has laid a foundation for the development of their autonomous learning ability.Moreover, the new curriculum standard also requires teachers to change the traditional teaching methods, strengthen the guidance to students' learning strategies, and help them to form their autonomous learning ability.This requires teachers to teach classroom knowledge, at the same time should focus on cultivating learners' autonomous learning consciousness and ability.Students' autonomous learning strategy not only brings effective learning methods, but also an indispensable factor to achieve the goal of teaching.At present, there is a lack of research on vocabulary learning strategies of English learners at different levels in China, especially for senior high school students.With this as the starting point, this paper investigates the choice and use of English vocabulary autonomous learning strategies among 83 senior middle school students in Chifeng Daban Mongolian Middle School by means of questionnaire and interview.Thus, it reveals the attitude, concept and use of English vocabulary autonomous learning strategies among Mongolian high school students.This paper is divided into five parts.The first part, briefly describes the research background, research significance and the structure of the paper.The second part reviews the definitions of vocabulary autonomous learning strategies and the research results at home and abroad, in addition to the theoretical basis.The third part introduces the method of this research and the process of collecting data in Daban Mongolian middle school.The fourth part discusses the application of English vocabulary autonomous learning strategies in Mongolian senior high school students through data analysis.Finally, in the fifth part, the author summarizes the situation of Mongolian senior high school students' English vocabulary autonomous learning strategies in Chinese teaching environment, the limitations of the thesis and the suggestions for the latter research.According to the questionnaire and the data, this study found that Mongolian senior high school students use a variety of vocabulary autonomous learning strategies, among which the most commonly used by Mongolian senior high school students are associative strategies and flexible strategies.The least vocabulary autonomous learning strategy used by Mongolian high school students is the planning strategy.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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