【摘要】：呼和浩特三中初中采取的英語詞匯教學(xué)方法以自主學(xué)習(xí)為主,本論文將調(diào)查研究此模式下的教學(xué)現(xiàn)狀。該校的詞匯自主學(xué)習(xí)不是完全由學(xué)生個人完成,而是在教師的安排和指導(dǎo)下進行的詞匯教學(xué)方法。該�；久總�年級所有班級采取同樣的以學(xué)生自學(xué)為主要模式的詞匯教學(xué)方法。大多數(shù)教師要求學(xué)生在課文講解前進行詞匯自主學(xué)習(xí)。因此,教師不再在課上進行長時間的詞匯講解,但是教師仍需要對學(xué)生的詞匯自主學(xué)習(xí)進行監(jiān)督和抽查,從而對學(xué)生學(xué)習(xí)詞匯相關(guān)知識的效果進行把握。作為英語學(xué)科的基礎(chǔ)部分,學(xué)生只有學(xué)好詞匯才能學(xué)好英語。在新課標的要求下,學(xué)生需要掌握更多的詞匯,同時要學(xué)會更好地運用詞匯。在此背景下,呼和浩特第三中學(xué)嘗試改革英語詞匯教學(xué),為進一步提升教學(xué)質(zhì)量,立足讓學(xué)生對詞匯學(xué)習(xí)產(chǎn)生興趣。該方法兼具優(yōu)缺點,本文作者利用調(diào)查問卷和訪談的研究工具,希望對該學(xué)校以學(xué)生自主學(xué)習(xí)為主的詞匯教學(xué)模式進行調(diào)查研究。本文所采用的調(diào)查問卷為兩份,分別針對教師和學(xué)生,以從雙方角度了解各自對自主詞匯學(xué)習(xí)的態(tài)度及應(yīng)用現(xiàn)狀。每份調(diào)查問卷都包含對問卷對象基本信息的掌握以及調(diào)查問卷正式的問題部分。問卷中,教師部分主要調(diào)查其如何看待英語詞匯自主學(xué)習(xí),以及如何對學(xué)生自主學(xué)習(xí)進行補充教學(xué)。學(xué)生部分按態(tài)度、各方面現(xiàn)狀、影響因素等維度進行調(diào)查。最終170名呼和浩特第三中學(xué)的初三學(xué)生及14名該校初一、初二及初三英語教師參與并有效返回調(diào)查問卷。作者將調(diào)查問卷結(jié)果數(shù)據(jù)輸入電腦,并利用SPSS18.0軟件對數(shù)據(jù)進行分析。訪談法是為了圍繞調(diào)研目的進一步深入了解相關(guān)信息所采取的以口頭交流為主要形式的方法。作者為14名呼和浩特三中英語教師以及從參與調(diào)查問卷的170名學(xué)生中隨機抽取的20名學(xué)生進行訪談。結(jié)合以上兩種調(diào)查方法,本文試圖回答以下問題:1、學(xué)生具體如何進行英語詞匯自主學(xué)習(xí)?2、教師如何對學(xué)生詞匯自學(xué)進行指導(dǎo)并進行補充教學(xué)?3、學(xué)生和教師對以自主學(xué)習(xí)為主的詞匯教學(xué)方法持何種看法?4、呼和浩特三中英語詞匯自主學(xué)習(xí)的現(xiàn)狀如何?通過調(diào)查研究,本文主要有以下六方面結(jié)論。第一,大部分學(xué)生有意識從音、形、義三個方面去自主學(xué)習(xí)詞匯,但是并不是所有學(xué)生都確定自己能通過自主學(xué)習(xí)完全掌握。第二,教師非常重視指導(dǎo)學(xué)生了解并掌握詞匯自學(xué)的學(xué)習(xí)方法和策略。第三,學(xué)生與教師都非常重視,并肯定詞匯在英語中教學(xué)和學(xué)習(xí)中的地位。第四,大部分教師和學(xué)生不否定,英語詞匯自主學(xué)習(xí)仍不可避免造成一定程度上學(xué)生詞匯系統(tǒng)知識的掌握欠缺。第五,教師對詞匯教學(xué)的觀念已發(fā)生重大轉(zhuǎn)變,由原來的知識灌輸轉(zhuǎn)變?yōu)楦⒅嘏囵B(yǎng)學(xué)生自主學(xué)習(xí)和應(yīng)用知識的能力。第六,英語詞匯自主學(xué)習(xí)不僅使學(xué)生掌握詞匯知識,并且培養(yǎng)了學(xué)生的自主學(xué)習(xí)能力,這種能力也有利于其他學(xué)科的自主學(xué)習(xí),這一觀點同時得到教師和學(xué)生的認可。本論文試圖在目前初中以教師中心為主的傳統(tǒng)詞匯教學(xué)環(huán)境下,嘗試研究不同的以學(xué)生為中心的英語詞匯自主學(xué)習(xí)教學(xué)方法,但作者受到實際情況等方面的限制,且分析數(shù)據(jù)能力有待提高,因此在本論文中,不足之處不可避免,請學(xué)者們未來深入補充探索。
[Abstract]:This paper will investigate the present situation of English vocabulary teaching in Hohhot No.3 Middle School. The autonomous learning of vocabulary is not entirely done by the students themselves, but by the vocabulary teaching method arranged and guided by the teachers. Most teachers require students to learn vocabulary independently before explaining the text. Therefore, teachers no longer explain vocabulary for a long time in class, but teachers still need to supervise and check students'vocabulary autonomy, so as to help students learn vocabulary related knowledge. As the basic part of English subject, students can learn English well only by learning vocabulary well. Under the new curriculum standard, students need to master more vocabulary and learn to use vocabulary better. Under this background, Hohhot No. 3 Middle School tries to reform English vocabulary teaching to further improve the teaching quality. This method has both advantages and disadvantages. The author hopes to investigate and study the vocabulary teaching mode of the school, which is mainly about students'autonomous learning, by means of questionnaires and interviews. Each questionnaire contains the basic information of the subjects and the formal questions of the questionnaire. In the questionnaire, the teacher mainly investigates how they perceive English vocabulary autonomy and how to supplement the students'autonomous learning. Finally 170 junior high school students and 14 junior high school English teachers participated in and returned the questionnaire effectively. The author input the data of the questionnaire into the computer and analyzed the data by SPSS18.0 software. The author interviewed 14 English teachers in Hohhot and 20 students randomly selected from 170 students who participated in the questionnaire. Combining the above two methods, this paper tries to answer the following questions: 1. How do students learn English vocabulary independently? 2. How do teachers instruct students to learn English vocabulary independently and carry out supplementary teaching? 3. What are students'and teachers' opinions on the teaching method of vocabulary independently? 4. What is the current situation of English vocabulary autonomous learning in Hohhot? Firstly, most students consciously learn vocabulary by themselves from three aspects: pronunciation, form and meaning. But not all students are sure that they can master vocabulary by self-learning. Secondly, teachers attach great importance to guiding students to understand and master the learning methods and Strategies of vocabulary self-learning. Thirdly, both students and teachers attach great importance to vocabulary learning and are willing to do so. Fourth, most teachers and students do not deny the importance of definite vocabulary in English teaching and learning. Independent learning of English vocabulary inevitably leads to the lack of students'knowledge of vocabulary system. Fifth, teachers' concepts of vocabulary teaching have changed greatly, from original knowledge inculcation to more emphasis on training. Sixth, autonomous learning of English vocabulary not only enables students to master vocabulary knowledge, but also cultivates students'autonomous learning ability. This ability is also conducive to autonomous learning in other disciplines. This view has been recognized by both teachers and students. This paper attempts to focus on teachers in junior middle schools at present. In the traditional vocabulary teaching environment, the author tries to study different student-centered English vocabulary autonomous learning methods. However, the author is limited by the actual situation and the ability to analyze data needs to be improved. Therefore, in this paper, the shortcomings are inevitable, and scholars are invited to explore further.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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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