英語(yǔ)詞匯教學(xué)是英語(yǔ)教學(xué)的基礎(chǔ),更是初中英語(yǔ)課堂的重要組成部分。在傳統(tǒng)的英語(yǔ)詞匯教學(xué)中,教師往往使用死記硬背的方法幫助學(xué)生記憶單詞。雖然學(xué)生能夠通過(guò)考試但是并不能應(yīng)用于實(shí)際生活中,不能滿足當(dāng)今社會(huì)的實(shí)際需要,更不能提高學(xué)生的英語(yǔ)學(xué)科的核心素養(yǎng)。為了試圖改變這種現(xiàn)狀,本文將學(xué)案導(dǎo)學(xué)模式應(yīng)用到初中的英語(yǔ)詞匯課堂中,以考察學(xué)案導(dǎo)學(xué)模式的有效性。本論文的研究問(wèn)題包括:1.學(xué)案導(dǎo)學(xué)模式對(duì)初中生英語(yǔ)詞匯學(xué)習(xí)態(tài)度有何影響?2.學(xué)案導(dǎo)學(xué)模式是否能夠有效提高初中生英語(yǔ)詞匯水平?本次研究在遼寧省葫蘆島市Q中學(xué)從2019年9月到2020年1月進(jìn)行實(shí)驗(yàn),初中二年級(jí)兩個(gè)班的77名學(xué)生參加了本次實(shí)驗(yàn)。其中三班為實(shí)驗(yàn)班(EC),四班為控制班(CC)。實(shí)驗(yàn)班和控制班采用不同的教學(xué)模式。實(shí)驗(yàn)班采用學(xué)案導(dǎo)學(xué)教學(xué)模式,控制班采用傳統(tǒng)的教學(xué)模式。期間,兩個(gè)班均由同一個(gè)英語(yǔ)教師授課,英語(yǔ)課本以及教學(xué)材料完全相同。本次教學(xué)實(shí)驗(yàn)周期為16周。本實(shí)驗(yàn)的研究數(shù)據(jù)包括調(diào)查問(wèn)卷、前測(cè),后測(cè)以及訪談。實(shí)驗(yàn)結(jié)束后,數(shù)據(jù)被收集與分析。通過(guò)對(duì)實(shí)驗(yàn)結(jié)果的對(duì)比與分析,研究結(jié)果表明:學(xué)案導(dǎo)學(xué)教學(xué)模式能夠提高初中生英語(yǔ)詞匯學(xué)習(xí)的態(tài)度中的興趣、滿意度以及內(nèi)在...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Purpose of the research
    1.3 Significance of the research
    1.4 Overall structure of the thesis
Chapter Two Literature Review
    2.1 A brief review of guided learning plan model
        2.1.1 Definition of the guided learning plan
        2.1.2 Concept of guided learning plan model
        2.1.3 Characteristics of the guided learning plan model
    2.2 The theoretical basis of the guided learning plan model
        2.2.1 Humanistic theory
        2.2.2 Cooperative learning
        2.2.3 Cognitive theory
    2.3 Relevant studies of the guided learning plan model
        2.3.1 Relevant studies of the guided learning plan abroad
        2.3.2 Relevant studies of the guided learning plan at home
    2.4 The application of guided learning plan model in vocabulary learning
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Research instruments
        3.3.1 The questionnaires
        3.3.2 Tests
        3.3.3 Interview
    3.4 Research procedure
        3.4.1 The teaching procedure of the EC
        3.4.2 The teaching procedures in CC
    3.5 Data collection and analysis
    3.6 Summary
Chapter Four Data Analysis and Discussion
    4.1 Analysis and discussion of the questionnaires
        4.1.1 Analysis of the pre-questionnaire in EC and CC
        4.1.2 Analysis of the post-questionnaire in EC and CC
        4.1.3 Analysis of the pre-questionnaire and post-questionnaire in EC
        4.1.4 Analysis of the pre-questionnaire and post-questionnaire in CC
    4.2 Analysis and discussion of tests
        4.2.1 Analysis of the pre-test in EC and CC
        4.2.2 Analysis of the post-test in EC and CC
        4.2.3 Analysis of the pre-test and post-test in EC
        4.2.4 Analysis of the pre-test and post-test in CC
    4.3 Analysis and discussion of interview
    4.4 Summary
Chapter5 Conclusion
    5.1 Major finding
    5.2 Implication of the findings
    5.3 Limitations
    5.4 Suggestions for the future research
References
Appendix Ⅰ:Questionnaire
Appendix Ⅱ: Pre-test Paper
Appendix Ⅲ:Post-test Paper
Appendix Ⅳ:Interview questions
Appendix Ⅴ:The guided learning plan
Acknowledgements
The list of the research papers published by author



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