本文選題：思維導(dǎo)圖策略 + 詞匯學(xué)習(xí)��； 參考：《杭州師范大學(xué)》2017年碩士論文

【摘要】：詞匯學(xué)習(xí)對(duì)于英語學(xué)習(xí)是至關(guān)重要的。正是因?yàn)樵~匯是語言的基石,掌握好詞匯對(duì)外語學(xué)習(xí)者來說是十分重要的。如何算掌握好詞匯,這與詞匯知識(shí)的本質(zhì)有著密切的聯(lián)系。詞匯知識(shí)包含詞匯的形式、功能、位置和意思。而且詞匯學(xué)習(xí)也不單指詞匯量的擴(kuò)充,也指詞匯深度的拓展。初中學(xué)生詞匯的掌握量相比小學(xué)有了一個(gè)很大的飛躍。所以如何有效幫助初中生學(xué)習(xí)詞匯是值得探討研究的。同時(shí),思維導(dǎo)圖作為一種新的思考工具,可以有效地幫助組織整理思路。思維導(dǎo)圖是否也適用于詞匯的學(xué)習(xí)是有必要進(jìn)行研究探討的。筆者圍繞三個(gè)研究問題展開了為期十周的行動(dòng)研究。三個(gè)研究問題分別是:1)思維導(dǎo)圖策略如何影響初中生的詞匯學(xué)習(xí)策略?2)什么類型的思維導(dǎo)圖更有效率?3)教師進(jìn)行怎樣的干預(yù),可以幫助學(xué)生更好地使用思維導(dǎo)圖?研究主體是杭州公立初一兩個(gè)班級(jí)的學(xué)生。兩個(gè)班級(jí)都由同一個(gè)老師任教英語,并且兩個(gè)班的英語平均分很相近。其中一個(gè)班級(jí)作為實(shí)驗(yàn)組,另外一個(gè)班級(jí)作為對(duì)照組。在研究過程中,把調(diào)查問卷、詞匯測(cè)試、思維導(dǎo)圖觀察和學(xué)生采訪作為研究手段。在思維導(dǎo)圖實(shí)施之前,學(xué)生被要求分別完成前測(cè)問卷和詞匯測(cè)試。然后,筆者通過小冊(cè)子教學(xué)什么是思維導(dǎo)圖策略,如何在詞匯學(xué)習(xí)中使用思維導(dǎo)圖。在思維導(dǎo)圖策略干預(yù)之后,學(xué)生被要求做后測(cè)問卷和詞匯測(cè)試,以及個(gè)別學(xué)生將進(jìn)行訪談。在經(jīng)過一系列的研究后,數(shù)據(jù)顯示思維導(dǎo)圖對(duì)于初中生詞匯學(xué)習(xí)有積極的影響。有效的思維導(dǎo)圖,一般需要基于對(duì)于主題的理解上展開,并且有中央圖示,有較多分支和不同層級(jí)并且通過箭頭顯示不同詞語間的關(guān)系。老師在思維導(dǎo)圖策略導(dǎo)入的過程中,應(yīng)該激勵(lì)學(xué)生和自己,給予學(xué)生一步一步清晰的引導(dǎo),及時(shí)根據(jù)對(duì)學(xué)生思維導(dǎo)圖的觀察給予回饋,全面了解詞匯知識(shí),在整個(gè)思維導(dǎo)圖策略教學(xué)過程中給予科學(xué)的指導(dǎo),并且合理規(guī)劃自己的教學(xué)時(shí)間。
[Abstract]:Vocabulary learning is very important for English learning. Because vocabulary is the cornerstone of language, mastering vocabulary is very important for foreign language learners. How to master vocabulary is closely related to the essence of lexical knowledge. Lexical knowledge includes the form, function, location and meaning of the vocabulary. Vocabulary learning also refers not only to the expansion of vocabulary, but also to the expansion of vocabulary depth. The vocabulary mastery of junior middle school students is a big leap compared with primary school. Therefore, how to effectively help junior high school students to learn vocabulary is worth studying. At the same time, as a new thinking tool, mind map can effectively help to organize ideas. It is necessary to study whether mind map is also applicable to vocabulary learning. The author carried out a ten-week action study around three research questions. The three research questions are: (1) how do thinking mapping strategies affect the vocabulary learning strategies of junior high school students? (2) what types of thinking maps are more efficient? 3) what kind of intervention can teachers do to help students use thinking maps better? The main body of the study is Hangzhou Public first grade two classes of students. Both classes are taught English by the same teacher, and the average score of the two classes is very similar. One class served as the experimental group and the other as the control group. In the course of the research, questionnaire, vocabulary test, mind map observation and student interview are used as research methods. The students were asked to complete a pretest questionnaire and a vocabulary test before the implementation of the mind map. Then, the author uses pamphlets to teach what is the strategy of thinking map and how to use it in vocabulary learning. After the intervention of thinking mapping strategies, students were asked to do post-test questionnaires and vocabulary tests, as well as individual students will be interviewed. After a series of studies, the data show that thinking map has a positive effect on vocabulary learning of junior high school students. An effective mind map usually needs to be developed based on the understanding of the subject, with a central diagram, more branches and different levels, and an arrow showing the relationships between different words. Teachers should encourage students and themselves to give students clear guidance step by step, give feedback according to the observation of students' mind map in time, and fully understand vocabulary knowledge, in the process of introducing the strategy of thinking mapping, the teacher should encourage students and themselves, give them clear guidance step by step, and give feedback according to the observation of students' mind map. Give scientific guidance in the whole process of thinking mapping strategy teaching, and reasonably plan their teaching time.
【學(xué)位授予單位】：杭州師范大學(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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