本文選題：百詞斬學(xué)習(xí)軟件 + 多模態(tài)��； 參考：《延安大學(xué)》2017年碩士論文

【摘要】：伴隨網(wǎng)絡(luò)技術(shù)的發(fā)展,以及智能手機(jī)的日漸普及,手機(jī)背單詞學(xué)習(xí)軟件的功能也逐漸豐富,用詞匯學(xué)習(xí)軟件學(xué)習(xí)詞匯作為一種新的學(xué)習(xí)方式也漸漸受到學(xué)習(xí)者的關(guān)注。而百詞斬學(xué)習(xí)軟件以單詞釋義圖片、單詞象形圖、單詞TV等新穎的設(shè)計(jì),對(duì)學(xué)習(xí)者的學(xué)習(xí)方式已產(chǎn)生了潛移默化的影響。高中階段是英語詞匯學(xué)習(xí)關(guān)鍵的發(fā)展和提升階段,對(duì)學(xué)生未來英語的學(xué)習(xí)起著至關(guān)重要的作用。但現(xiàn)在大部分高中生詞匯學(xué)習(xí)方法與教師詞匯教學(xué)方法單一。因此,有必要對(duì)高中英語詞匯教學(xué)作進(jìn)一步的研究。本次研究以多模態(tài)理論與語言學(xué)習(xí)策略相關(guān)理論為基礎(chǔ),探究應(yīng)用百詞斬學(xué)習(xí)軟件對(duì)高中生英語詞匯學(xué)習(xí)的影響效果。本次實(shí)驗(yàn)對(duì)象為子洲中學(xué)兩個(gè)班級(jí)的110名高一學(xué)生,其中實(shí)驗(yàn)班采用百詞斬學(xué)習(xí)軟件學(xué)習(xí)單詞;對(duì)照班采用傳統(tǒng)方法學(xué)習(xí)單詞。實(shí)驗(yàn)結(jié)束后針對(duì)目標(biāo)詞匯進(jìn)行的測(cè)試,并分別對(duì)兩個(gè)班110名學(xué)生做問卷調(diào)查。實(shí)驗(yàn)分析結(jié)果表明:實(shí)驗(yàn)班學(xué)生詞匯測(cè)試總成績(jī)的均值增長(zhǎng),在單詞適當(dāng)形式填空與同義詞詞組辨析的詞匯成績(jī)無顯著性差異,但在單詞英文釋義與單詞拼寫填空的成績(jī)有顯著差異,并且實(shí)驗(yàn)班詞匯各項(xiàng)測(cè)試成績(jī)的均值都高于對(duì)照班。從調(diào)查結(jié)果統(tǒng)計(jì)數(shù)據(jù)來看,兩個(gè)班的詞匯策略使用情況存在顯著性差異,實(shí)驗(yàn)班學(xué)生詞匯學(xué)習(xí)策略的均值較對(duì)照班高。但實(shí)驗(yàn)后兩個(gè)班元認(rèn)知策略的使用均值都小于3,說明學(xué)生元認(rèn)知策略使用效果差學(xué)生自我管理能力較弱。本次研究分析得出,百詞斬學(xué)習(xí)軟件的運(yùn)用能夠增強(qiáng)學(xué)生學(xué)習(xí)英語的興趣,提高學(xué)生在詞匯英文釋義與單詞拼讀能力,增強(qiáng)了學(xué)生詞匯學(xué)習(xí)策略的運(yùn)用意識(shí)。但是一些單詞題項(xiàng)的完成和策略的應(yīng)用需要教師加強(qiáng)引導(dǎo)和監(jiān)督,從而提高學(xué)生詞匯學(xué)習(xí)的自主性。
[Abstract]:With the development of network technology and the popularity of smart phones, the function of word learning software is becoming more and more abundant, and vocabulary learning software is becoming a new way of learning vocabulary. The new design of word interpretation picture, word pictogram, word TV and so on has had a subtle influence on learners' learning style. The senior middle school is the key development and promotion stage of English vocabulary learning, which plays an important role in the students' future English learning. However, most senior high school students' vocabulary learning methods and teachers' vocabulary teaching methods are single. Therefore, it is necessary to make further research on English vocabulary teaching in senior high school. Based on the multi-modal theory and the related theories of language learning strategies, this study explores the effects of the application of the word chopping learning software on senior high school students' English vocabulary learning. The subjects of this experiment are 110 students in two classes of Zizhou Middle School. The experimental class uses 100 words chopping software to learn the words, and the control class uses the traditional method to learn the words. At the end of the experiment, 110 students from two classes were investigated. The results of the experiment show that the average of the total scores of vocabulary test of the students in the experimental class increases, and there is no significant difference between the lexical scores of the students in the proper form of words filling in the blanks and the lexical scores of synonyms discriminating. However, there were significant differences between English word interpretation and word spelling, and the average scores of vocabulary tests in the experimental class were higher than those in the control class. From the statistical data of the survey results, there is a significant difference in the use of vocabulary strategies between the two classes, and the average value of vocabulary learning strategies in the experimental class is higher than that in the control class. However, the average value of metacognitive strategies used in the two classes was less than 3 after the experiment, which indicated that students' ability of self-management was weak when using metacognitive strategies. The analysis shows that the application of the software can enhance the students' interest in learning English, improve the students' ability of word interpretation and spelling, and enhance the students' awareness of the use of vocabulary learning strategies. However, the completion of some word items and the application of strategies require teachers to strengthen their guidance and supervision in order to improve students' autonomy in vocabulary learning.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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