本文選題：情感詞 + 教學模式　； 參考：《山西師范大學》2017年碩士論文

【摘要】：教育部頒發(fā)的《高中英語課程標準》對培養(yǎng)學生綜合語言能力提出了新的要求。并且在聽,說,讀,寫等方面給出了具體的標準要求。然而如今許多學校采用的傳統(tǒng)教學方法,不僅不能滿足新的課程標準的要求,其缺點也日益很明顯:例如,忽視對學生學習興趣的激發(fā);缺乏對學生閱讀策略和技能的指導;缺失精讀訓練等等。所有這些缺陷嚴重影響了學生的學習效果和英語水平的提高。為此,全國各地的教師和專家對教學模式的轉(zhuǎn)型創(chuàng)新進行了探索,力圖彌補傳統(tǒng)教學的缺點。在本研究中,作者以國內(nèi)外情感和情感詞的特點為基礎(chǔ),結(jié)合實踐教學經(jīng)驗,探索如何通過情感詞分析的教學模式來提高學生閱讀寫作能力及激發(fā)學生閱讀興趣。該教學模式具體包括以下步驟:分組,分析,討論,寫作和復習,在實施期間,教師以情感詞分析為基礎(chǔ)來激勵學生使用閱讀技巧和策略來分析文章。這些技能和策略包括關(guān)聯(lián),預測,情感分析等。本研究的目的是探索和驗證以下問題:1)基于情感詞分析的教學模式是否能激發(fā)學生的閱讀興趣?2)基于情感詞分析的教學模式能否提高學生的閱讀能力?3)基于情感詞分析的教學模式能否提高學生的寫作能力?在研究過程中,筆者選擇了高中二年級兩個班的學生(二班和五班)作為研究對象。二班是實驗班,筆者采用了基于情感詞分析的教學模式。五班是對照班,筆者采用傳統(tǒng)教學模式。在研究過程中,筆者首先利用從四個維度設(shè)計的調(diào)查問卷探索學生實驗前后的變化。這四個維度分別是:興趣和動機,閱讀技巧和策略,寫作能力,注意力和努力程度。然后通過使用測試題的前后測試,探索新的教學模式能否提高學生的閱讀和寫作成績。在一個學期的實驗研究之后,可以發(fā)現(xiàn):首先,基于情感詞分析的教學模式可以激發(fā)學生的閱讀興趣。在實驗后,學生對自己的學習狀態(tài)更加滿意,越來越多的學生可以從閱讀中感受到快樂。與此同時,英語學習的動機由外部動機向自我提高動機轉(zhuǎn)化。二,基于情感詞分析的教學模式可以提高學生的閱讀能力。在掌握了聯(lián)想,預測和情感分析等閱讀技巧和策略后,學生對文章的理解更深入透徹。第三,基于情感詞分析的教學模式對學生英語寫作有積極的作用。學生在詞匯使用的恰當性,文章結(jié)構(gòu)的條理性和連貫性以及寫作的生動和豐富性方面表現(xiàn)出極大改善。
[Abstract]:The English Curriculum Standard of Senior High School issued by the Ministry of Education puts forward new requirements for the cultivation of students' comprehensive language competence. And in listening, speaking, reading, writing and other aspects of the specific standard requirements. However, the traditional teaching methods used in many schools nowadays are not only unable to meet the requirements of the new curriculum standards, but their disadvantages are increasingly obvious: neglect of stimulating students' interest in learning, lack of guidance to students' reading strategies and skills, and lack of guidance on students' reading strategies and skills. Missing intensive reading training and so on. All these defects have seriously affected the students' learning effect and the improvement of their English level. Therefore, teachers and experts all over the country have explored the transformation and innovation of teaching mode and tried to make up for the shortcomings of traditional teaching. In this study, based on the characteristics of emotion and affective words at home and abroad, combined with practical teaching experience, the author explores how to improve students' reading and writing ability and stimulate students' reading interest through the teaching mode of affective word analysis. The teaching model includes the following steps: grouping, analyzing, discussing, writing and reviewing. During implementation, teachers use affective word analysis as the basis to motivate students to use reading skills and strategies to analyze articles. These skills and strategies include association, prediction, emotional analysis, etc. The purpose of this study is to explore and verify the following questions: 1) whether the teaching model based on affective word analysis can arouse students' reading interest 2) whether the teaching model based on affective word analysis can improve students' reading ability Can the teaching mode of word analysis improve students' writing ability? In the course of the study, the author chooses the students of two classes (Class two and Class five) in the second grade of senior high school as the object of study. Class two is the experimental class. The author adopts the teaching mode based on affective word analysis. Class five is the control class, the author adopts the traditional teaching mode. In the course of the research, the author first uses the questionnaire designed from four dimensions to explore the changes of students before and after the experiment. The four dimensions are: interest and motivation, reading skills and strategies, writing ability, attention and effort. Then, by using the test questions before and after the test, to explore whether the new teaching model can improve the students' reading and writing scores. After a semester of experimental research, it can be found that: first, the teaching model based on affective word analysis can stimulate students' interest in reading. After the experiment, students are more satisfied with their learning state, and more and more students can feel happy from reading. At the same time, the motivation of English learning changes from external motivation to self-improvement motivation. Second, the teaching mode based on affective word analysis can improve students' reading ability. After mastering reading skills and strategies, such as association, prediction and affective analysis, students have a deeper understanding of the article. Thirdly, the teaching model based on affective word analysis plays a positive role in English writing. Students have improved greatly in terms of the appropriateness of vocabulary use, the coherence and coherence of the structure of the essay, and the vividness and richness of writing.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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