本文選題：思維導(dǎo)圖 + 詞匯教學(xué)��； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：詞匯是語(yǔ)言的基礎(chǔ),也一直是中職英語(yǔ)教學(xué)的難點(diǎn)之一。許多中職生由于沒(méi)有掌握科學(xué)的學(xué)習(xí)方法,詞匯學(xué)習(xí)效率低。如何讓學(xué)生更好地學(xué)習(xí)詞匯在中職英語(yǔ)教學(xué)中具有重要的意義。筆者在教育培訓(xùn)中接觸到思維導(dǎo)圖這個(gè)概念,在學(xué)習(xí)過(guò)程中發(fā)現(xiàn)它是一種高效的組織性思維工具,能夠激發(fā)記憶思維的無(wú)限潛能。能否將思維導(dǎo)圖與單詞教學(xué)聯(lián)系起來(lái),探索出職中英語(yǔ)詞匯教學(xué)中教與學(xué)的有效途徑,改變?cè)~匯記憶困難和枯燥的現(xiàn)狀,是本論文的根本立足點(diǎn)。本研究的九十六位參與者來(lái)自東莞某中職學(xué)校高三的兩個(gè)平行班。思維導(dǎo)圖詞匯教學(xué)實(shí)驗(yàn)在2015年9月至2015年12月進(jìn)行。為檢測(cè)實(shí)驗(yàn)結(jié)果,本文采取了對(duì)實(shí)驗(yàn)班和對(duì)照班的兩次同等難度和要求的英語(yǔ)能力測(cè)試作為前測(cè)和后測(cè)、一次檢測(cè)所學(xué)單詞的聽(tīng)寫(xiě)測(cè)試、一份針對(duì)實(shí)驗(yàn)班的英語(yǔ)學(xué)習(xí)興趣前期調(diào)查問(wèn)卷、一份針對(duì)實(shí)驗(yàn)班使用思維導(dǎo)圖后的體會(huì)和感受的后期調(diào)查問(wèn)卷和面談作為數(shù)據(jù)收集工具。研究問(wèn)題包括:1)基于思維導(dǎo)圖的詞匯教學(xué)是否能提高中職高三學(xué)生英語(yǔ)成績(jī)?2)基于思維導(dǎo)圖的詞匯教學(xué)能激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)詞匯的興趣嗎?本研究主要進(jìn)行幾個(gè)以下方面的工作:首先深入分析了該研究的背景,對(duì)存在的問(wèn)題做出了闡述。其次收集并整理了思維導(dǎo)圖在國(guó)內(nèi)外的研究進(jìn)展情況。通過(guò)對(duì)文獻(xiàn)進(jìn)行剖析,在理論上論述了英語(yǔ)單詞記憶與思維結(jié)合的可能性。運(yùn)用對(duì)比實(shí)驗(yàn)的方法,輔以調(diào)查問(wèn)卷和訪談,驗(yàn)證了思維導(dǎo)圖能在較大程度上促進(jìn)中職高三英語(yǔ)詞匯教學(xué)。實(shí)驗(yàn)結(jié)果顯示:通過(guò)思維導(dǎo)圖詞匯教學(xué),實(shí)驗(yàn)組比控制組在英語(yǔ)水平測(cè)試中的得分高并且兩者之間存在顯著性差異。通過(guò)兩次問(wèn)卷調(diào)查的數(shù)據(jù)的對(duì)比和面談得出思維導(dǎo)圖詞匯教學(xué)能激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)詞匯的興趣。本研究經(jīng)過(guò)實(shí)驗(yàn)證實(shí)思維導(dǎo)圖實(shí)為中職英語(yǔ)詞匯教學(xué)的有效方式之一。它不僅能提高學(xué)生成績(jī),更能夠增強(qiáng)學(xué)習(xí)的興趣。因而,思維導(dǎo)圖值得被運(yùn)用于中職英語(yǔ)詞匯教學(xué)中。最后,筆者指出本研究的局限性并且給了思維導(dǎo)圖詞匯教學(xué)的一些建議。
[Abstract]:Vocabulary is the basis of language and has always been one of the difficulties in secondary vocational English teaching. Many secondary vocational students are inefficient in vocabulary learning due to their lack of scientific learning methods. How to make students learn vocabulary better plays an important role in vocational English teaching. In the course of education and training, the author came into contact with the concept of thinking map, and found that it is an efficient organizational thinking tool in the course of learning, which can stimulate the infinite potential of memory thinking. It is the fundamental standpoint of this thesis whether we can connect the thinking map with the teaching of words, explore the effective ways of teaching and learning in vocational English vocabulary teaching, and change the present situation of vocabulary memorization difficulties and dullness. The 96 participants in this study were from two parallel classes of Senior three in a secondary vocational school in Dongguan. The experiment of thinking map vocabulary teaching was conducted from September 2015 to December 2015. In order to test the results of the experiment, two English proficiency tests with the same difficulty and requirement in the experimental class and the control class were adopted as the pre-test and post-test, and the dictation test for the words learned was conducted once. A pre-survey questionnaire for English learning interest in the experimental class and a post-survey questionnaire and interview for the experience and feelings after the use of the mind map in the experimental class are used as a data collection tool. The research questions include: 1) can the vocabulary teaching based on the thinking map improve the students' English achievement? can the vocabulary teaching based on the thinking map stimulate the students' interest in learning English vocabulary? The main work of this study is as follows: firstly, the background of this study is analyzed, and the existing problems are expounded. Secondly, the research progress of thinking map at home and abroad is collected and sorted out. By analyzing the literature, this paper discusses theoretically the possibility of combining English word memory with thinking. By using the method of contrastive experiment and questionnaire and interview, it is proved that thinking map can promote English vocabulary teaching in senior high school to a great extent. The results show that the scores of the experimental group are higher than those of the control group in the English proficiency test and there is a significant difference between the two groups. By comparing and interviewing the data of two questionnaires, it is concluded that thinking map vocabulary teaching can stimulate students' interest in learning English vocabulary. The present study has proved that thinking map is one of the effective ways to teach English vocabulary in secondary vocational schools. It can not only improve students' performance, but also enhance their interest in learning. Therefore, the thinking map is worth to be used in English vocabulary teaching in secondary vocational schools. Finally, the author points out the limitations of this study and gives some suggestions on the teaching of thinking map vocabulary.
【學(xué)位授予單位】：廣州大學(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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