發(fā)布時(shí)間：2018-04-21 10:06

  本文選題：初中英語(yǔ) + 詞匯教學(xué)　； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：初中英語(yǔ)教學(xué)階段,詞匯是一個(gè)非常重要的部分,掌握一定的詞匯量是學(xué)好語(yǔ)言的基礎(chǔ),而且英語(yǔ)詞匯量的大小也直接影響著聽(tīng)、說(shuō)、讀、寫等方面的能力。而學(xué)生在詞匯學(xué)習(xí)方面卻面臨著很大的障礙,記憶難、遺忘快成為了學(xué)生擴(kuò)大詞匯量的難題,如何才能提高學(xué)生的詞匯學(xué)習(xí)效率,改變單詞學(xué)習(xí)不佳的現(xiàn)狀成了教師教學(xué)亟待解決的一個(gè)重要問(wèn)題。傳統(tǒng)的詞匯教學(xué)方法比較陳舊,已無(wú)法適應(yīng)新時(shí)代學(xué)生的英語(yǔ)詞匯學(xué)習(xí)。英國(guó)著名學(xué)者東尼·博贊(Tony Buzan)創(chuàng)立的思維導(dǎo)圖(Mind Map)是一個(gè)簡(jiǎn)單、高效、放射性、形象化的思維工具,能夠?qū)⒅R(shí)和思維可視化,它以圖文并茂的方式,借助顏色、線條、圖像等手段表現(xiàn)出各級(jí)主題知識(shí)間的相互隸屬或相關(guān)的層級(jí)關(guān)系,把主題關(guān)鍵詞與圖像、顏色等建立記憶鏈接,充分調(diào)動(dòng)左右腦的機(jī)能,遵循記憶和思維的規(guī)律來(lái)加強(qiáng)記憶效果。在英語(yǔ)學(xué)習(xí)中,思維導(dǎo)圖也能起到很大的作用,已有不少研究者將思維導(dǎo)圖與英語(yǔ)教學(xué)相結(jié)合,研究側(cè)重點(diǎn)各有不同,研究?jī)?nèi)容涉及詞匯、寫作、閱讀等方面。本研究旨在探討在初中英語(yǔ)單詞的學(xué)習(xí)中,思維導(dǎo)圖能否幫助學(xué)生取得更好的學(xué)習(xí)效果?本研究的研究問(wèn)題為:1、基于思維導(dǎo)圖的詞匯教學(xué)方法能否提高學(xué)生的單詞識(shí)記正確率及詞匯水平?2、思維導(dǎo)圖能否改善學(xué)生的單詞學(xué)習(xí)習(xí)慣,激發(fā)學(xué)生學(xué)習(xí)單詞的興趣?逡本研究將思維導(dǎo)圖應(yīng)用到初中英語(yǔ)詞匯教學(xué)中,以河南省南陽(yáng)市西峽縣某中學(xué)的兩個(gè)平行班為研究對(duì)象,采用量化與質(zhì)化相結(jié)合的研究方法,進(jìn)行為期兩個(gè)月的教學(xué)實(shí)驗(yàn)。通過(guò)前測(cè)數(shù)據(jù)的分析確定兩個(gè)平行班的英語(yǔ)詞匯成績(jī)處于統(tǒng)一水平,并無(wú)顯著性差異。通過(guò)8次階段性測(cè)試和后測(cè)數(shù)據(jù)分析,結(jié)果表明,基于思維導(dǎo)圖的詞匯教學(xué)方法的實(shí)驗(yàn)班詞匯成績(jī)(詞匯聽(tīng)寫和詞匯運(yùn)用)高于采用傳統(tǒng)詞匯教學(xué)方法的控制班,具有顯著性差異。通過(guò)調(diào)查問(wèn)卷的數(shù)據(jù)分析我們發(fā)現(xiàn),思維導(dǎo)圖能夠幫助學(xué)生形成良好的詞匯學(xué)習(xí)習(xí)慣,激發(fā)學(xué)生的英語(yǔ)詞匯學(xué)習(xí)積極性,進(jìn)而提高詞匯教學(xué)的效率。因此思維導(dǎo)圖用于初中階段的英語(yǔ)詞匯教學(xué)有其獨(dú)特的優(yōu)越性,希望有助于教師和學(xué)生轉(zhuǎn)變以往傳統(tǒng)的詞匯教學(xué)和詞匯學(xué)習(xí)觀念,也希望本研究對(duì)豐富初中英語(yǔ)詞匯教學(xué)的理論和實(shí)踐研究有一定的意義。
[Abstract]:In junior middle school English teaching, vocabulary is a very important part. Mastering a certain vocabulary is the basis of learning a language well, and the size of English vocabulary directly affects the ability of listening, speaking, reading, writing and so on. However, students are faced with great obstacles in vocabulary learning. The difficulty of memorizing and forgetting has become a difficult problem for students to enlarge their vocabulary. How to improve the efficiency of vocabulary learning? Changing the situation of poor word learning has become an important problem to be solved in teacher teaching. The traditional vocabulary teaching method is old and can not adapt to the new era students' English vocabulary learning. "mind MapMaps", created by Tony Buzan, a famous British scholar, is a simple, efficient, radioactive and visualized thinking tool that visualizes knowledge and thinking in a picturesque way, with the help of colors and lines. Image and other means show that the subject knowledge at all levels belong to each other or related to each other. The key words of the theme are linked with images and colors to fully mobilize the functions of the left and right brains. Follow the rules of memory and thinking to enhance memory effects. In English learning, thinking map can also play a very important role. Many researchers have combined thinking map with English teaching, and the research focuses are different. The contents of the study involve vocabulary, writing, reading and so on. The purpose of this study is to explore whether thinking mapping can help students to achieve better learning results in the study of English words in junior high school. The research question in this study is: 1. Can the vocabulary teaching method based on thinking map improve students' correct rate of word memorization and vocabulary level? can thinking map improve students' habit of learning words and stimulate students' interest in learning words? In this study, thinking map was applied to English vocabulary teaching in junior high school. Two parallel classes in a middle school in Xixia County, Nanyang City, Henan Province were used as the research objects, and a two-month teaching experiment was carried out by combining quantitative and qualitative methods. The analysis of pre-test data shows that the English vocabulary scores of the two parallel classes are at the same level, and there is no significant difference between the two classes. The results show that the vocabulary scores (vocabulary dictation and vocabulary usage) of the experimental class based on the thinking map teaching method are higher than those of the control class using the traditional vocabulary teaching method. There was significant difference. Through the data analysis of the questionnaire, we find that thinking map can help students to form good vocabulary learning habits, stimulate students' enthusiasm for English vocabulary learning, and then improve the efficiency of vocabulary teaching. Therefore, the use of mind-map in English vocabulary teaching in junior middle school has its unique advantages. It is hoped that it will help teachers and students to change their traditional concepts of vocabulary teaching and vocabulary learning. It is also hoped that this study will be of some significance to enrich the theoretical and practical research of junior high school English vocabulary teaching.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：1781968