本文選題：思維導(dǎo)圖 + 高二英語　； 參考：《延安大學(xué)》2017年碩士論文

【摘要】：隨著高考題型的不斷改革,越來越多的教育者致力于探索如何改革傳統(tǒng)的教學(xué)方法,卻忽略了詞匯復(fù)習(xí)在整個高中階段英語學(xué)習(xí)過程中的基礎(chǔ)作用,從而使部分學(xué)生老是記不住詞匯的現(xiàn)象更加惡化。本文作者通過查閱相關(guān)文獻了解到:思維導(dǎo)圖是一種基于知識可視化理論、記憶的深層次加工理論和建構(gòu)主義理論的思維工具,不僅可以提高學(xué)習(xí)者的自主學(xué)習(xí)興趣,而且可以使所學(xué)知識系統(tǒng)化,增強記憶效果。再加上,高二階段具有承上啟下的作用,這個階段的詞匯復(fù)習(xí)會為高三階段的全面復(fù)習(xí)打好堅實的基礎(chǔ)。因此,本研究將思維導(dǎo)圖應(yīng)用于高二英語詞匯復(fù)習(xí)教學(xué),旨在研究思維導(dǎo)圖作為一種教學(xué)工具在詞匯復(fù)習(xí)教學(xué)中的有效性,探索其是否能夠激發(fā)起學(xué)生學(xué)習(xí)英語詞匯的興趣,形成良好的自主學(xué)習(xí)習(xí)慣,從而提高詞匯復(fù)習(xí)的記憶效果。本研究以延安市寶塔區(qū)第四中學(xué)的兩個平行班(120人)為研究對象,歷時兩個月,主要采用了文獻研究法、問卷調(diào)查法和實驗法來收集數(shù)據(jù),并用定量和定性的方法對數(shù)據(jù)加以分析,然后用SPSS 19.0軟件對兩個班的調(diào)查問卷、前測、后測和八次周考成績進行均值統(tǒng)計和T檢驗分析,得出實驗班與控制班之間存在顯著性差異。研究結(jié)果表明:第一,思維導(dǎo)圖對學(xué)生詞匯復(fù)習(xí)態(tài)度和策略有影響。第二,思維導(dǎo)圖可以提高高二學(xué)生英語詞匯復(fù)習(xí)效果。思維導(dǎo)圖的繪制過程即是單詞在思維中的再現(xiàn)過程,真正實現(xiàn)了動腦、動手、動口和動眼的學(xué)習(xí)模式,充分利用了人的左右腦相結(jié)合的記憶優(yōu)勢,把所學(xué)的詞匯進行系統(tǒng)化的歸類,從而提高了學(xué)生的記憶效果。
[Abstract]:With the reform of college entrance examination questions, more and more educators devote themselves to exploring how to reform the traditional teaching methods, but neglect the basic role of vocabulary review in the whole senior high school English learning process. As a result, some students can not always remember the phenomenon of a further deterioration of vocabulary. The author of this paper finds out that thinking map is a thinking tool based on knowledge visualization theory, deep processing theory of memory and constructivism theory, which can not only enhance learners' interest in autonomous learning. Moreover, it can systematize the knowledge learned and enhance the effect of memory. In addition, the second stage of senior high school has the function of connecting the preceding and the following, and the vocabulary review in this stage will lay a solid foundation for the comprehensive review of the third stage of senior high school. The purpose of this study is to study the effectiveness of thinking map as a teaching tool in vocabulary review teaching, and to explore whether it can arouse students' interest in learning English vocabulary. Form a good self-learning habit to improve the memory effect of vocabulary review. In this study, 120 students from two parallel classes in the fourth Middle School of Baota District, Yan'an City, were chosen as the research objects, which lasted for two months. The data were collected by the methods of literature research, questionnaire investigation and experiment. Quantitative and qualitative methods were used to analyze the data, and then SPSS 19.0 software was used to analyze the average value and T-test of the two classes' questionnaire, pre-test, post-test and eight weekly test results. It is concluded that there is a significant difference between the experimental class and the control class. The results show that: first, thinking map has an effect on students' attitude and strategies of vocabulary review. Second, thinking map can improve the English vocabulary revision effect of senior two students. The process of mapping the mind map is the process of reproducing words in the mind. It realizes the learning mode of brain movement, operation, mouth movement and eye movement, and makes full use of the memory advantage of combining the left and right brain. The vocabulary learned is systematically classified so as to improve the students' memory effect.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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