初高中衔接阶段的英语词汇教学现状研究

发布时间：2018-01-06 10:35

本文关键词：初高中衔接阶段的英语词汇教学现状研究　出处：《延安大学》2015年硕士论文　论文类型：学位论文

【摘要】：英语作为基础教育的三大重点学科之一,其发展一直受到社会各界的关注。初高中衔接阶段的英语教学关系着今后整个高中阶段的英语教学,而词汇是英语学习的基础,更有着尤为重要的作用。所以说,学生词汇量的大小,词汇学习能力的高低在一定程度上决定着学生的英语水平。尤其是在这一重要的过渡阶段,经过了新身份的转换,词汇是新生们所面临的英语学习的第一大难题。在回顾相关理论和实践成果的基础上,针对此现象,对延安市三所高级中学的高一新生及教师进行了问卷调查及访谈。从2014年9月到2014年12月进行调查。在2014年10月15日到10月31日分别向三所学校的高一学生以及教师发放调查问卷,分别对学生问卷与教师问卷进行分析以及对比。为了更好的了解初高中衔接阶段词汇教学所存在的问题,在2014年11月3日到11月14日分别对学生及教师进行访谈。通过问卷分析以及对访谈的结果讨论,并根据自己在实习学校的课堂观察旨在发现初高中衔接阶段的英语词汇教学现状,并根据大量文献及实例得出启示。本研究要解决的问题:初高中衔接阶段英语词汇教学现状如何?通过调查分析,可以得出三个方面的结论。第一,教师跟学生对于词汇学习与教学的认识较浅。很多教师忽视了对词汇方面的研究,而且词汇难度的加大使很多学生对其产生畏惧心理。第二,教师的词汇教学方式及教学内容较为单一。内容局限在了课本上,对于课外知识的灌输还不够。第三,忽视了交流对于词汇学习的积极意义。针对这些现状,得到启示。首先教师以学生的心理需求为基础优化教学设计,消除消极因素对学生词汇学习的不利影响;其次要发挥教师的指导作用,引导学生主动进行意义建构;第三要帮助学生扩大词汇输入范围:第四引导学生进行词汇输出最后对论文进行总结,并反思研究的不足之处,为进一步研究该问题指明方向。
[Abstract]:English as one of the three key disciplines of basic education, its development has always been the concern of the community. At the beginning of high school English teaching stage between English Teaching in high school stage, and vocabulary is the foundation of English learning, plays a particularly important role. So that students' vocabulary size and vocabulary learning ability determines the level of students' English level to a certain extent. Especially in this important transition stage, after the conversion of the new identity, vocabulary is facing new students learning English the first big problem. Based on a review of relevant theoretical and practical results, for this phenomenon, a new high and teachers the three senior high schools in Yanan city conducted a questionnaire survey and interviews. The survey from September 2014 to December 2014. From October 15, 2014 to October 31st respectively to three high school students to The teachers and questionnaires were analyzed and compared to the student questionnaire and teacher questionnaires. In order to better understand the vocabulary teaching between junior middle school and high school stage problems, from November 3, 2014 to November 14th were interviewed for students and teachers. Through the questionnaire analysis and interview results of discussion, and according to their own practice in the school classroom observation aimed at the current situation of high school English vocabulary teaching of the initial stage, and according to the literatures and examples of enlightenment. This study is to solve the problem: the present situation of teaching between junior middle school and high school English vocabulary? Through the investigation and analysis, can draw three conclusions. First, teachers and students for the understanding of vocabulary learning and teaching shallowly. Many teachers ignore the study of vocabulary, and many students increase vocabulary difficulty have a fear of the second, Teachers' vocabulary teaching methods and teaching content is single. The content within the confines of the textbook, to instill extracurricular knowledge is not enough. Third, ignore the communication for the positive significance of vocabulary learning. According to the present situation, obtains the enlightenment. First, teachers to the psychological needs of students based teaching design, eliminate the adverse effects of negative factors of learning on students' vocabulary; secondly to play the guiding role of teachers, to guide students to take the initiative to construct meaning; third to help students enlarge vocabulary input range: fourth vocabulary guide students to output the final summary of the paper, and the shortcomings of research, pointed out the direction of further research of this problem.

【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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