基于支架式教學法的高中英語詞匯教學研究
發(fā)布時間：2019-03-08 16:07
【摘要】：詞匯是語言學習的基礎(chǔ),因此,詞匯量的大小和詞匯學習能力的高低直接影響著語言學習者的思維和交流。新時期,在經(jīng)濟全球化的影響下,我國對外語人才的能力提出了更高的要求。在這種情況下,提高學習者詞匯學習的效率,進而提高學生整體的語言運用能力,已經(jīng)成為了外語教學的主要挑戰(zhàn)之一。然而,受傳統(tǒng)行為主義教學觀念的影響,教師教授詞匯和學生學習詞匯中過于依賴孤立講解、機械記憶和背誦的現(xiàn)象依然普遍存在。近年來,一些學者將目光轉(zhuǎn)向了強調(diào)學習者積極參與到學習過程中去學習新知識的建構(gòu)主義學習觀,并積極探索通過支架式教學法來改善詞匯教學。然而,支架式教學法在高中英語詞匯教學方面的應(yīng)用研究還略顯不足。鑒于此,本研究闡述了支架式教學法的理論基礎(chǔ),調(diào)查了高中師生英語詞匯教學和學習的現(xiàn)狀,探索了支架式教學法在高中英語詞匯教學中的應(yīng)用及效果。在這項研究中,作者采用了定量研究和定性研究相結(jié)合的研究方法。通過問卷對來自陜西省榆林中學的120名高二年級的學生以及20名該校英語教師進行了問卷調(diào)查。通過調(diào)查,筆者有以下幾點發(fā)現(xiàn)：第一,大多數(shù)的教師采用了傳統(tǒng)的詞匯教學方法教授詞匯,教授方法單一。第二,大部分學生缺乏詞匯學習策略,詞匯學習效率低下。第三,只有少部分學生有詞匯學習策略意識,詞匯學習能力較高。接下來,作者進行了一項教學實驗,把支架式教學法應(yīng)用到英語詞匯教學中,然后通過對實驗所得數(shù)據(jù)的分析,證明了相較于傳統(tǒng)的詞匯教學方法,支架式教學法是一種更有效的提高學生詞匯學習能力的方法,并對學生合作能力的發(fā)展有著積極的影響�；谝陨习l(fā)現(xiàn),筆者認為把支架式教學法應(yīng)用到高中英語詞匯教學中,并給學生以必要的支架幫助,不僅可以有效提高他們的詞匯學習成績,還可以提升他們的詞匯學習能力。對此,作者還給出了一些詞匯教學的建議。
[Abstract]:Vocabulary is the basis of language learning. Therefore, the size of vocabulary and the level of vocabulary learning ability directly affect the thinking and communication of language learners. In the new era, under the influence of economic globalization, our country has put forward higher requirements for the ability of foreign language talents. Under such circumstances, it has become one of the main challenges in foreign language teaching to improve the efficiency of learners' vocabulary learning and thus improve their overall language use ability. However, due to the influence of traditional behavioural teaching concepts, the phenomenon of mechanical memory and recitation is still common in teachers and students who rely too much on isolated explanation in vocabulary teaching and learning. In recent years, some scholars have turned their attention to constructivism, which emphasizes learners' active participation in the learning process to learn new knowledge, and actively explore ways to improve vocabulary teaching through scaffolding teaching. However, the application of scaffolding approach to English vocabulary teaching in senior high schools is still a little inadequate. In view of this, this study expounds the theoretical basis of scaffolding teaching method, investigates the current situation of English vocabulary teaching and learning between senior high school teachers and students, and explores the application and effect of scaffolding teaching method in senior high school English vocabulary teaching. In this study, the author adopts a combination of quantitative and qualitative research methods. A questionnaire survey was conducted on 120 sophomore students and 20 English teachers from Yulin Middle School in Shaanxi Province. Through the investigation, the author finds the following points: first, most teachers use the traditional vocabulary teaching method to teach vocabulary, and the teaching method is single. Second, most students lack vocabulary learning strategies and are inefficient in vocabulary learning. Third, only a small number of students have a sense of vocabulary learning strategy, vocabulary learning ability is higher. Next, the author carries on a teaching experiment, applies the scaffolding teaching method to English vocabulary teaching, and then through the analysis of the experimental data, proves that compared with the traditional vocabulary teaching method, Scaffolding teaching method is a more effective method to improve students' vocabulary learning ability and has a positive impact on the development of students' cooperative ability. Based on the above findings, the author believes that the application of scaffolding teaching method to senior high school English vocabulary teaching and the necessary support to students can not only improve their vocabulary learning performance, but also improve their vocabulary learning ability. The author also gives some suggestions for vocabulary teaching.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41
[Abstract]:Vocabulary is the basis of language learning. Therefore, the size of vocabulary and the level of vocabulary learning ability directly affect the thinking and communication of language learners. In the new era, under the influence of economic globalization, our country has put forward higher requirements for the ability of foreign language talents. Under such circumstances, it has become one of the main challenges in foreign language teaching to improve the efficiency of learners' vocabulary learning and thus improve their overall language use ability. However, due to the influence of traditional behavioural teaching concepts, the phenomenon of mechanical memory and recitation is still common in teachers and students who rely too much on isolated explanation in vocabulary teaching and learning. In recent years, some scholars have turned their attention to constructivism, which emphasizes learners' active participation in the learning process to learn new knowledge, and actively explore ways to improve vocabulary teaching through scaffolding teaching. However, the application of scaffolding approach to English vocabulary teaching in senior high schools is still a little inadequate. In view of this, this study expounds the theoretical basis of scaffolding teaching method, investigates the current situation of English vocabulary teaching and learning between senior high school teachers and students, and explores the application and effect of scaffolding teaching method in senior high school English vocabulary teaching. In this study, the author adopts a combination of quantitative and qualitative research methods. A questionnaire survey was conducted on 120 sophomore students and 20 English teachers from Yulin Middle School in Shaanxi Province. Through the investigation, the author finds the following points: first, most teachers use the traditional vocabulary teaching method to teach vocabulary, and the teaching method is single. Second, most students lack vocabulary learning strategies and are inefficient in vocabulary learning. Third, only a small number of students have a sense of vocabulary learning strategy, vocabulary learning ability is higher. Next, the author carries on a teaching experiment, applies the scaffolding teaching method to English vocabulary teaching, and then through the analysis of the experimental data, proves that compared with the traditional vocabulary teaching method, Scaffolding teaching method is a more effective method to improve students' vocabulary learning ability and has a positive impact on the development of students' cooperative ability. Based on the above findings, the author believes that the application of scaffolding teaching method to senior high school English vocabulary teaching and the necessary support to students can not only improve their vocabulary learning performance, but also improve their vocabulary learning ability. The author also gives some suggestions for vocabulary teaching.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41
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