基于思维导图理论的初中英语词汇教学实证研究

发布时间：2018-04-05 11:00

本文选题：思维导图　切入点：初中英语　出处：《湖南师范大学》2015年硕士论文

【摘要】：本文主要针对初中英语词汇教学进行了实验研究。词汇是英语不可或缺的因素之一,词汇教学也一直是初中英语教学中的薄弱环节。在词汇学习的过程中,学生经常会遇到各种困难,记忆词汇的方式大多是机械记忆。因此我们亟需一种简易的方法帮助学生识记单词。思维导图作为这样一种简易的可视化工具,能够促进学生更轻松、有效的记忆单词。本文基于思维导图的理论,知识可视化理论以及词汇策略理论,对以下问题进行了研究：1)思维导图对促进初中生英语词汇学习的策略的形成产生了什么影响?2)英语词汇学习策略的变化与学生词汇成绩之间存在什么关联?本实验以张家界永定中学初一年级两个平行班为实验对象,主要采取前后测、问卷调查、词汇测试等实验方法,并利用信度分析、因子分析、独立样本T检验、配对样本T检验以及多元线性回归分析对问卷调查所得数据和两次词汇测试成绩进行了分析。研究发现：1)预先计划、自主学习、自我评价、分类、词缀和联系这六个策略与学生的词汇学习的关系密切,试验后,采取了思维导图词汇教学的实验班学生的以上六个策略均有显著提高,而未采取思维导图词汇教学的控制班学生以上六个策略的提高并不显著。2)实验后,实验班和控制班学生的词汇测试成绩均有提高,但与控制班相比,实验班学生的词汇后测成绩有显著提高；通过回归线性分析的结果表明,实验班学生的预先计划、分类和联系这三个策略与词汇测试成绩有因果关系,该三个策略的变化对学生的词汇成绩有一定的预测作用。作者希望通过对思维导图的研究能够为初中词汇教学提供一些借鉴,使得词汇教与学都更加有效。
[Abstract]:This paper mainly focuses on the experimental study of English vocabulary teaching in junior high school.Vocabulary is one of the indispensable factors in English, and vocabulary teaching has always been a weak link in junior middle school English teaching.In the process of vocabulary learning, students often encounter a variety of difficulties, most of the ways of memorizing vocabulary are mechanical memory.Therefore, we need a simple method to help students memorize words.As such a simple visual tool, mind map can help students to memorize words more easily and effectively.This paper is based on the theory of mind map, the theory of knowledge visualization and the theory of vocabulary strategy.This paper studies the following questions: (1) what influence does the thinking map have on the formation of English vocabulary learning strategies for junior high school students? (2) what is the relationship between the changes in English vocabulary learning strategies and the students' vocabulary achievement?This experiment takes two parallel classes in the first grade of Yongding Middle School in Zhangjiajie as the experimental object. It mainly adopts the methods of pre-and post-test, questionnaire investigation, vocabulary test and so on, and makes use of reliability analysis, factor analysis and independent sample T test.Paired sample T test and multiple linear regression analysis were used to analyze the data obtained from the questionnaire and the scores of the two vocabulary tests.The study found that preplanning, autonomous learning, self-evaluation, classification, affixes and connections are closely related to students' vocabulary learning.The above six strategies were improved significantly in the experimental class, but the improvement of the above six strategies was not significant in the control class without thinking map vocabulary teaching. 2) after the experiment, the above six strategies of the students in the control class were not significantly improved.The scores of vocabulary test in the experimental class and the control class were improved, but compared with the control class, the post-test scores of the students in the experimental class were significantly improved, and the results of regression analysis showed that the students in the experimental class had planned ahead of time.The three strategies of classification and association have a causal relationship with the test scores, and the changes of the three strategies have a certain predictive effect on the students' vocabulary scores.The author hopes that the study of thinking mapping can provide some reference for junior high school vocabulary teaching and make vocabulary teaching and learning more effective.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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