英語單元復(fù)習(xí)課的設(shè)計(jì)是讓學(xué)生將本單元學(xué)過的知識概括性地整理和加深,應(yīng)該是從部分到整體的過程。然而,因?yàn)閼?yīng)試要求、課時(shí)限制等原因,很多英語教師的復(fù)習(xí)課,已經(jīng)成了老師和學(xué)生一起進(jìn)行的“讀背課”,重復(fù)地對學(xué)過的知識讀、背、寫,學(xué)生興趣普遍不高,效率低下。而思維導(dǎo)圖作為一種思維工具,有助于學(xué)習(xí)者將隱性知識顯性化,將語言信息圖像化,讓學(xué)生建構(gòu)起清晰的知識網(wǎng)絡(luò),將分散的知識歸納成既相互聯(lián)系又相對獨(dú)立的部分,有助于學(xué)生理解和記憶。筆者嘗試將思維導(dǎo)圖這種工具應(yīng)用到單元復(fù)習(xí)課中,試圖解決學(xué)生復(fù)習(xí)時(shí)興趣低下、被動(dòng)記憶、能力得不到提升的問題。筆者通過查閱以往研究發(fā)現(xiàn),當(dāng)前對于英語復(fù)習(xí)課的研究,大多集中于詞匯復(fù)習(xí)課、對話復(fù)習(xí)課等具體類型的復(fù)習(xí)課,而缺少單元整體復(fù)習(xí)的研究。本研究將思維導(dǎo)圖應(yīng)用到單元整體復(fù)習(xí)之中,具體的研究問題有:1.思維導(dǎo)圖應(yīng)用于小學(xué)高年級英語單元復(fù)習(xí)課是否有助于提高學(xué)生的英語學(xué)業(yè)水平?2.思維導(dǎo)圖應(yīng)用于小學(xué)高年級英語單元復(fù)習(xí)課是否有助于提高學(xué)生的學(xué)習(xí)興趣?筆者采用的研究工具有測試、問卷調(diào)查和訪談。本研究以筆者執(zhí)教的兩個(gè)六年級平行班為研究對象,一個(gè)為實(shí)驗(yàn)班,另一個(gè)為對照班,筆者對兩個(gè)班分別采用... 

【文章頁數(shù)】：80 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract in English
Abstract in Chinese
Chapter1 Introduction
    1.1 Background of the Study
        1.1.1 The Requirements of the English Curriculum Standards
        1.1.2 Current Status of English Teaching in the Author’s School
    1.2 Purpose and Significance of the Study
        1.2.1 Purpose of the Study
        1.2.2 The Significance of the Study
    1.3 Structure of the Thesis
Chapter2 Literature Review
    2.1 Overview of Mind Map
        2.1.1 Definitions of Mind Map
        2.1.2 Characteristics of Mind Map
        2.1.3 Current Application of Mind Map
    2.2 Relevant Studies on the Application of Mind Map
        2.2.1 Researches on the Application of Mind Map in Education Abroad
        2.2.2 Domestic Researches on the Application of Mind Map in Education
Chapter3 Theoretical Basis
    3.1 Brain Science Theory
    3.2 Knowledge Visualization Theory
    3.3 Constructivism Theory
Chapter4 Methodology
    4.1 Research Questions
    4.2 Research Subjects
        4.2.1 Pre-test Data of the Subjects
        4.2.2 Analysis of the Pre-test Data of the Subjects
    4.3 Procedures
        4.3.1 Questionnaires
        4.3.2 Interview
        4.3.3 Experimental Research
            4.3.3.1 Experimental Procedure
            4.3.3.2 A Teaching Example to English Unit Review Class
Chapter5 Results and Discussion
    5.1 Comparison of Students’Learning Achievements Between EC and CC
        5.1.1 Post-test Data
        5.1.2 Analysis of the Post-test Data
    5.2 Comparison of the Students’Learning Interest Before and After the Experiment
        5.2.1 Statistics and Analysis of the Questionnaire Before Implementation
        5.2.2 Statistics and Analysis of the Questionnaire After Implementation
        5.2.3 Analysis of the Interview
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Implications
        6.2.1 Unit Mind Maps Drawn with Unit Theme
        6.2.2 Unit Mind Maps Drawn with Principal Grammar
        6.2.3 Unit Mind Maps Drawn with Character Relationships
        6.2.4 Unit Mind Maps Drawn with Structure of the Textbook
    6.3 Limitations of the Present Study
    6.4 Further Research Suggestions
References
Appendices
    Appendix Ⅰ Questionnaire Before Implementation
    Appendix Ⅱ Questionnaire After Implementation
    Appendix Ⅲ Student Interview
    Appendix Ⅳ Post-test Data of the Experimental Class
    Appendix Ⅴ Post-test Data of the Control Class
    Appendix Ⅵ Some Students’Works
Acknowledgements



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