發(fā)布時(shí)間：2022-12-05 08:21

　　《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）》（教育部,2017）提出加強(qiáng)學(xué)生核心素養(yǎng)的培養(yǎng),這對(duì)教學(xué)提出了更高的要求。短語(yǔ)動(dòng)詞教學(xué)是英語(yǔ)教學(xué)和日常英語(yǔ)交流中的重要組成部分,并且經(jīng)常在高考中作為考點(diǎn)被檢測(cè),但是傳統(tǒng)的英語(yǔ)短語(yǔ)動(dòng)詞教學(xué)效率很低并且學(xué)生的興趣也大大削弱,學(xué)生們不能從本質(zhì)上理解動(dòng)詞短語(yǔ)僅僅靠機(jī)械地記憶。而意象圖式理論強(qiáng)調(diào)單詞認(rèn)知過(guò)程、交際策略、分析推理,對(duì)于培養(yǎng)學(xué)生的理解推理、歸納整合能力有著重要的作用,滿(mǎn)足了英語(yǔ)短語(yǔ)動(dòng)詞教學(xué)的更高需求。為此,本研究試圖將意象圖式理論應(yīng)用到高中英語(yǔ)短語(yǔ)動(dòng)詞教學(xué)中,主要的研究問(wèn)題是:（1）意象圖式理論應(yīng)用于高中英語(yǔ)短語(yǔ)動(dòng)詞教學(xué)之中對(duì)學(xué)生的短語(yǔ)動(dòng)詞能力（理解、遷移、記憶）有何影響?（2）從動(dòng)機(jī)、信心和興趣、認(rèn)知結(jié)構(gòu)、短語(yǔ)動(dòng)詞學(xué)習(xí)策略以及社交技能的角度來(lái)說(shuō),意象圖式理論應(yīng)用于高中英語(yǔ)教學(xué)之中為什么會(huì)對(duì)學(xué)生的短語(yǔ)動(dòng)詞能力產(chǎn)生影響?本研究的研究對(duì)象為重慶市某公立高中高一3班、11班,共111名學(xué)生。實(shí)驗(yàn)前先對(duì)兩個(gè)班級(jí)的短語(yǔ)動(dòng)詞能力進(jìn)行測(cè)試,實(shí)驗(yàn)結(jié)果顯示兩個(gè)班級(jí)的成績(jī)并沒(méi)有明顯差異。在實(shí)驗(yàn)中,對(duì)照班使用傳統(tǒng)的教學(xué)方法來(lái)授課,老師主要注重短語(yǔ)動(dòng)詞中文意思的傳授,... 

【文章頁(yè)數(shù)】：114 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1.English Phrasal Verbs
        2.1.1 Definition of English Phrasal Verbs
        2.1.2 Complex Properties of English Phrasal Verbs
        2.1.3 Traditional English Phrasal Verb Teaching Methods
    2.2 Image Schema
        2.2.1 Definition of Image Schema
        2.2.2 The Features of Image Schema
    2.3 The Research on Application of Image Schema to Phrasal Verbs Teaching
        2.3.1 Effects of Image Schema on Students’Comprehension of Phrasal Verbs
        2.3.2 Effects of Image Schema on Students’Transferability of Phrasal Verbs
        2.3.3 Effects of Image Schema on Students’Retention of Phrasal Verbs
Chapter Three Theoretical Foundation
    3.1 Amodal versus Perceptual Symbol Systems
    3.2 Embodied Cognition
    3.3 Semantic Network
    3.4“Personalized-cooperative”Learning
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
        4.2.1 Subjects of Test
        4.2.2 Subjects of Questionnaire
        4.2.3 Subjects of Interview
    4.3 Research Instruments
        4.3.1 Phrasal Verbs Test
        4.3.2 Questionnaire
        4.3.3 Interview
    4.4 Research Procedure
        4.4.1 Pretest
        4.4.2 PosttestⅠ
        4.4.3 PosttestⅡ
        4.4.4 Teaching Experiment
        4.4.5 Pre-questionnaire and Post-questionnaire
        4.4.6 Pre-interview and Post-interview
    4.5 Data Collection and Analysis
        4.5.1 Data from Experiment
        4.5.2 Data from Questionnaire
        4.5.3 Data from Interview
Chapter Five Results and Discussion
    5.1 Effects of Image Schema on Students’Phrasal Verbs
        5.1.1 Effects of Image Schema on Students’Comprehension of Phrasal Verbs
        5.1.2 Effects of Image Schama on Students’Transferability of Phrasal Verbs
        5.1.3 Effects of Image Schama on Students’Retention of Phrasal Verbs
    5.2 Factors of the Effects of Image Schema Theory on Students’Phrasal Verbs
        5.2.1 Image Schema Approach Improves Students’Motivation,Confidence and Interest
        5.2.2 Image Schema Approach Improves Students’Cognitive Structure
        5.2.3 Image Schema Approach Improves Students’Phrasal Verbs Learning Strategies.
        5.2.4 Image Schema Approach Improves Students’Social Skill
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implication
    6.3 Limitations
    6.4 Suggestion
References
Appendix A Pretest
Appendix B PosttestⅠ
Appendix C PosttestⅡ
Appendix D Questionnaire
Appendix E Interviewing Questions
Appendix F Results of Phrasal Verbs Tests of Control Class
Appendix G Results of Phrasal Verbs Tests of Experimental Class
Appendix H Results of Questionnaire
Acknowledgements


【參考文獻(xiàn)】：
期刊論文
[1]學(xué)習(xí)科學(xué)中“4E+S”認(rèn)知理論模型的內(nèi)涵與應(yīng)用[J]. 張婧婧,牛曉杰,劉楊,王辭曉.  現(xiàn)代教育技術(shù). 2021(08)
[2]技術(shù)促進(jìn)深度學(xué)習(xí):“個(gè)性化-合作”學(xué)習(xí)的理論構(gòu)建與實(shí)證研究[J]. 胡航,董玉琦.  遠(yuǎn)程教育雜志. 2017(03)
[3]概念隱喻理論與英語(yǔ)短語(yǔ)動(dòng)詞教學(xué)研究[J]. 文衛(wèi)霞.  廣東外語(yǔ)外貿(mào)大學(xué)學(xué)報(bào). 2015(06)
[4]十年來(lái)國(guó)內(nèi)英語(yǔ)短語(yǔ)動(dòng)詞研究綜述[J]. 趙謙,俞玨.  普洱學(xué)院學(xué)報(bào). 2014(05)
[5]未來(lái)課堂教學(xué)設(shè)計(jì)特性:具身認(rèn)知視角[J]. 王靖,劉志文,陳衛(wèi)東.  現(xiàn)代遠(yuǎn)程教育研究. 2014(05)
[6]英語(yǔ)短語(yǔ)動(dòng)詞教學(xué)實(shí)驗(yàn)研究——基于認(rèn)知的視角[J]. 李瑛.  西華大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版). 2014(05)
[7]概念教學(xué)對(duì)大學(xué)生英語(yǔ)短語(yǔ)動(dòng)詞學(xué)習(xí)的影響[J]. 魏梅.  解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2014(02)
[8]具身-生成的認(rèn)知科學(xué):走出“戰(zhàn)國(guó)時(shí)代”[J]. 陳巍,郭本禹.  心理學(xué)探新. 2014(02)
[9]中國(guó)學(xué)習(xí)者英語(yǔ)短語(yǔ)動(dòng)詞回避傾向的實(shí)證研究[J]. 國(guó)偉.  解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2013(04)
[10]英語(yǔ)學(xué)習(xí)者對(duì)英語(yǔ)短語(yǔ)動(dòng)詞的回避現(xiàn)象研究[J]. 張彬.  解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2007(06)

博士論文
[1]認(rèn)知語(yǔ)言學(xué)理論在短語(yǔ)動(dòng)詞教學(xué)中的應(yīng)用[D]. 孟曉.山東大學(xué) 2018



本文編號(hào)：3710036