本文選題：視覺(jué)感知 + 視覺(jué)詞匯學(xué)習(xí)�。� 參考：《閩南師范大學(xué)》2016年碩士論文

【摘要】：隨著多媒體技術(shù)的迅速發(fā)展,視覺(jué)學(xué)習(xí)日益獲得廣泛關(guān)注。多媒體技術(shù)給現(xiàn)階段英語(yǔ)詞匯視覺(jué)學(xué)習(xí)提供了強(qiáng)大可靠的技術(shù)支持,同時(shí)使得英語(yǔ)詞匯教學(xué)改革成為可能。本文基于《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)(2011年版)》、初中生詞匯學(xué)習(xí)記憶效率低下現(xiàn)狀、視覺(jué)學(xué)習(xí)及多媒體認(rèn)知學(xué)習(xí)理論等方面的研究,試圖探究無(wú)注釋型、圖像注釋型、文字注釋型以及圖像文字注釋型這四種詞匯視覺(jué)呈現(xiàn)方式對(duì)初中生英語(yǔ)詞匯學(xué)習(xí)成績(jī)的影響。本文對(duì)安徽省淮南市謝家集區(qū)孤堆回族中學(xué)的80名八年級(jí)學(xué)生展開(kāi)調(diào)查,調(diào)查問(wèn)題如下:1.不同視覺(jué)呈現(xiàn)形式對(duì)學(xué)習(xí)者的詞匯識(shí)別和記憶學(xué)習(xí)成績(jī)是否產(chǎn)生不同的影響?這是否與學(xué)習(xí)者的視覺(jué)能力高低有關(guān)?2.對(duì)于視覺(jué)感知能力不同的四組學(xué)習(xí)者而言,哪一種視覺(jué)呈現(xiàn)形式更有利于提高其詞匯記憶成績(jī)?3.學(xué)習(xí)者的詞匯記憶成績(jī)與其視覺(jué)圖像感知能力和視覺(jué)文字感知能力是否具有相關(guān)性?調(diào)查結(jié)果表明:1.不同組的學(xué)習(xí)者對(duì)四種不同視覺(jué)呈現(xiàn)形式的詞匯測(cè)試成績(jī)之間存在顯著性差異:高高組和高低組,高低組和低高組,高低組和低低組在類型一詞匯記憶成績(jī),高低組和低低組、高高組和低低組、高高組和低高組、高低組和低高組在類型四詞匯記憶測(cè)試成績(jī)中以及高高組和高低組在詞匯記憶測(cè)試總分成績(jī)中,皆存在顯著性差異,其中,不同視覺(jué)呈現(xiàn)對(duì)類型四詞匯記憶成績(jī)影響最大,使得組與組之間的成績(jī)存在顯著的差異。然而,令筆者沒(méi)有想到的是高高組和低低組的類型三詞匯成績(jī)之間始終并未存在顯著性差異。綜上所述,學(xué)習(xí)者視覺(jué)圖像和文字能力高低對(duì)不同類型的詞匯記憶成績(jī)有著不同程度的影響。2.學(xué)習(xí)者的信息處理加工能力最容易接受與自身認(rèn)知傾向相同的模態(tài):高高組更傾向于對(duì)類型四(圖像文字型)詞匯的學(xué)習(xí);高低組在類型二詞匯學(xué)習(xí)中的成績(jī)固然較好,但其更傾向于對(duì)類型四(圖像文字型)詞匯的學(xué)習(xí);低高組學(xué)習(xí)者更傾向于對(duì)類型三(文字注釋型)和類型一(無(wú)注釋型)詞匯的學(xué)習(xí);低低組傾向于對(duì)類型三(文字注釋型)以及類型一(無(wú)注釋型)詞匯的學(xué)習(xí),然而,其對(duì)單一的無(wú)任何注釋呈現(xiàn)的類型一的學(xué)習(xí)成績(jī)更好。3.學(xué)習(xí)者的詞匯記憶分別與其視覺(jué)圖像感知能力和視覺(jué)文字感知能力具有一定的相關(guān)性:學(xué)習(xí)者的視覺(jué)圖像感知能力與詞匯記憶之間呈現(xiàn)顯著的正低相關(guān),學(xué)習(xí)者的視覺(jué)文字感知能力與詞匯記憶之間呈現(xiàn)正切實(shí)相關(guān)。根據(jù)上述調(diào)查結(jié)果,筆者指出了其對(duì)初中英語(yǔ)詞匯教與學(xué)的啟示和建議,同時(shí)強(qiáng)調(diào)了視覺(jué)學(xué)習(xí)在英語(yǔ)教學(xué)中的重要作用,為英語(yǔ)詞匯教與學(xué)提供了一定的參考性意見(jiàn)。
[Abstract]:With the rapid development of multimedia technology, visual learning is getting more and more attention. Multimedia technology provides powerful and reliable technical support for the present English vocabulary visual learning and makes the reform of English vocabulary teaching possible. Based on the English Curriculum Standard for compulsory Education (2011 Edition), the present situation of vocabulary learning and memory inefficiency of junior high school students, visual learning and multimedia cognitive learning theory, this paper attempts to explore the unannotated, image annotated, and so on. The influence of the four visual presentation modes of text annotation and image text annotation on junior high school students' English vocabulary learning achievement. This paper investigates 80 eighth graders in Gudui Hui middle school in Xiejiaji District, Huainan City, Anhui Province. The investigation questions are as follows: 1. Do different forms of visual presentation have different effects on learners' vocabulary recognition and memory achievement? This is related to the learner's visual ability. For the four groups of learners with different visual perception ability, which form of visual presentation is more conducive to improving their vocabulary memory scores? Are learners' vocabulary memory scores correlated with their visual image perception and visual text perception? The results of the survey showed that 1: 1. There were significant differences in the scores of vocabulary tests between different groups of learners in four different forms of visual presentation: high and low, high and low in type-vocabulary memory, high and low, low and low. There were significant differences between high group and low group, high group and low high group, high and low group in type four vocabulary memory test and high and low group in total score of vocabulary memory test. Different visual presentation had the greatest influence on the scores of type four vocabulary memory, and there were significant differences between groups. However, what the author did not think of is that there is no significant difference between the three types of vocabulary achievement of high and low groups. To sum up, learners' visual image and text ability have different effects on different types of vocabulary memory. Learners' information processing ability is the easiest to accept the same mode as their own cognitive tendency: the tall group is more inclined to learn type four (image text type) vocabulary, and the high and low groups have better results in type two vocabulary learning. However, it is more inclined to learn type 4 (image text type) vocabulary, and low and high group learners tend to learn type 3 (text annotation type) and type one (unannotated) vocabulary. The low group tended to study type 3 (text annotation type) and type one (unannotated) vocabulary, however, they performed better for a single unannotated type 1. 3. The lexical memory of learners is correlated with their visual image perception ability and visual text perception ability respectively: there is a significant positive correlation between learners' visual image perception ability and lexical memory. There is a positive correlation between learners' visual perception and vocabulary memory. Based on the above findings, the author points out its implications and suggestions for junior high school English vocabulary teaching and learning, and emphasizes the important role of visual learning in English teaching, which provides some reference for English vocabulary teaching and learning.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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本文編號(hào)：1840968