發(fā)布時(shí)間：2018-07-21 14:33

【摘要】： 英語語言的學(xué)習(xí)需要大量的詞匯。近來國家提倡素質(zhì)教育，教育中心由教轉(zhuǎn)為學(xué)，目的為了培養(yǎng)學(xué)生的在校學(xué)習(xí)能力及以后的持續(xù)學(xué)習(xí)能力。教師面臨著如何最有效地幫助學(xué)生儲存并提取目標(biāo)語單詞的挑戰(zhàn)。由于對于詞匯之間的關(guān)系甚至有關(guān)這些概念的元知識相當(dāng)匱乏，教師在英語嚴(yán)重兩極分化面前困惑不解，束手無策，一次又一次的失敗使學(xué)生一籌莫展，喪失信心。 二十世紀(jì)七十年代以來，二語習(xí)得和認(rèn)知心理學(xué)領(lǐng)域中關(guān)于記憶策略的實(shí)驗(yàn)研究和對英語詞匯學(xué)習(xí)產(chǎn)生了積極的影響。許多研究表明元認(rèn)知策略和詞匯學(xué)習(xí)具有正相關(guān)性。然而，對元認(rèn)知策略的明確指導(dǎo)性和實(shí)際操作性針對中學(xué)生的研究卻很少。鑒于此，本文欲論證元認(rèn)知策略和思維導(dǎo)圖在高中英語詞匯學(xué)習(xí)中的優(yōu)勢。 思維導(dǎo)圖(又稱腦圖)是腦神經(jīng)科學(xué)，記憶學(xué)，心理學(xué)，語言學(xué)在英語領(lǐng)域創(chuàng)造性應(yīng)用的最新科研成果。它利用人的左右腦協(xié)調(diào)原理，對英語單詞進(jìn)行合理拆分并借助電腦精美的動漫，，使每一個(gè)單詞都變成音，形，意的完美統(tǒng)一體，從而幫助學(xué)習(xí)者實(shí)現(xiàn)快速記憶單詞并不會遺忘的夢想(李剛，2006)。思維導(dǎo)圖作為新生事物，盡管人們對此爭議頗多，目前尚未在中學(xué)詞匯教學(xué)中得以推廣，但是作者認(rèn)為值得嘗試。因?yàn)樾Ч鹊览砀匾Ｄ芨咝в涀卧~的方法才是好方法。詞匯記憶因人而異。如何尊重學(xué)生的個(gè)體差異并滿足不同學(xué)生的不同學(xué)習(xí)需求，真正實(shí)現(xiàn)面向全體學(xué)生，為學(xué)生的終生發(fā)展奠定基礎(chǔ)是中學(xué)英語教學(xué)的嚴(yán)峻課題。 為此，作者提供了一個(gè)在英語課堂實(shí)施策略培訓(xùn)的模式。該模式分五個(gè)步驟---準(zhǔn)備，介紹，操練，評估，遷移。為了使論證真實(shí)有效，作者通過兩方面收集數(shù)據(jù)資料，包括元認(rèn)知策略問卷調(diào)查和英語詞匯測試。參加元認(rèn)知策略和腦圖雙優(yōu)組合培訓(xùn)實(shí)驗(yàn)研究的是作者教授的躍華學(xué)校高一的兩個(gè)平行班的100名學(xué)生。一班為實(shí)驗(yàn)組，另一班為參照組。實(shí)驗(yàn)數(shù)據(jù)來自他們培訓(xùn)前的元認(rèn)知策略調(diào)查問卷和培訓(xùn)前后的詞匯測試分?jǐn)?shù)并經(jīng)過SPSS數(shù)據(jù)分析。 對培訓(xùn)結(jié)果的分析研究顯示，元認(rèn)知策略和腦圖雙優(yōu)組合培訓(xùn)對中國高中學(xué)生的詞匯學(xué)習(xí)具有積極作用。在實(shí)驗(yàn)結(jié)果的基礎(chǔ)上，作者對于詞匯教學(xué)提出了一些建議，并介紹了自己在實(shí)際教學(xué)中的經(jīng)驗(yàn)和方法。當(dāng)然，在這一方面還需要更多的研究，如其它一些記憶策略的有效性等，有待外語工作者作出更多的努力。
[Abstract]:English language learning requires a lot of vocabulary. Recently, quality education has been advocated in our country, and the education center has changed from teaching to learning, in order to cultivate students' learning ability in school and continuing learning ability in the future. Teachers face the challenge of how best to help students store and extract target words. Due to the lack of meta knowledge about the relationship between words and even about these concepts, the teachers are puzzled and helpless in the face of the serious polarization of English. Again and again, the failure makes the students lose their confidence. Since the 1970s, experimental research on memory strategies in the field of second language acquisition and cognitive psychology has had a positive impact on English vocabulary learning. Many studies have shown that metacognitive strategies are positively correlated with vocabulary learning. However, there are few researches on metacognitive strategies. In view of this, this paper aims to demonstrate the advantages of metacognitive strategies and thinking maps in senior high school English vocabulary learning. Brain map (also called brain map) is the latest scientific achievement in the creative application of brain neuroscience, memory, psychology and linguistics in the field of English. It makes use of the principle of human's right and left brain coordination, reasonably split English words and makes every word become a perfect unity of sound, form and meaning with the help of computer exquisite animation. This helps learners realize their dream of remembering words quickly and not forgetting them (Li Gangzhang 2006). As a new thing, although there is a lot of controversy about it, it has not been popularized in the middle school vocabulary teaching, but the author thinks it is worth trying. Because effect is more important than reason. It's a good way to remember words efficiently. Vocabulary memory varies from person to person. How to respect the individual differences of students and meet the different learning needs of different students, to truly face all students and lay the foundation for the lifelong development of students is a severe subject of middle school English teaching. To this end, the author provides a strategy training model in English classroom. The model consists of five steps-preparation, introduction, practice, evaluation, and migration. In order to make the argument true and effective, the author collects data from two aspects, including Metacognitive Strategy questionnaire and English Vocabulary Test. The experimental study of metacognitive strategy and brain map combined training was carried out among 100 students in two parallel classes in the first year of high school in Yuehua School, which was taught by the author. One class was the experimental group and the other was the reference group. The experimental data were analyzed by SPSS data from pre-training metacognitive strategy questionnaire and vocabulary test scores before and after training. The analysis of training results shows that the combination of metacognitive strategy and brain map has a positive effect on Chinese senior high school students' vocabulary learning. On the basis of the experimental results, the author puts forward some suggestions for vocabulary teaching, and introduces his own experience and methods in practical teaching. Of course, more research is needed in this area, such as the effectiveness of other memory strategies.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G633.41

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前6條

1 張峭林;論思維導(dǎo)圖在高中英語詞匯教學(xué)中的應(yīng)用[D];山東師范大學(xué);2011年

2 劉曉寧;圖文關(guān)系視角下的大學(xué)英語教學(xué)用思維導(dǎo)圖研究[D];中國海洋大學(xué);2009年

3 魏紅霞;思維導(dǎo)圖在英語單詞教學(xué)中的應(yīng)用研究[D];河南大學(xué);2010年

4 張巧妹;思維導(dǎo)圖在農(nóng)村小學(xué)英語單詞記憶指導(dǎo)中的應(yīng)用研究[D];首都師范大學(xué);2012年

5 崔貝貝;思維導(dǎo)圖在高中英語寫作教學(xué)中的應(yīng)用[D];陜西師范大學(xué);2012年

6 陳博麗;思維導(dǎo)圖提高初中英語學(xué)困生詞匯學(xué)習(xí)能力調(diào)查研究[D];東北師范大學(xué);2012年

本文編號：2135833