支架式教学法在初中英语词汇教学中的应用研究

发布时间：2018-04-27 05:25

本文选题：支架式教学法 + 初中英语　；参考：《延安大学》2015年硕士论文

【摘要】：词汇不仅是英语学习的最基础部分,也是最重要的部分。尽管有许多的初中英语教师认识到了词汇教学的重要性,并在词汇教学上投入了大量的时间和精力,但学生对词汇的掌握程度还是不尽人意。因此,为初中英语词汇教学寻找一条省时又高效的方法是中学教师面临的一项重要任务。支架式教学法的理论基础是建构主义理论和维果斯基的最近发展区理论。它能够为学习者在学习困难时提供适当地帮助,使学习者完成学习任务并提高学习者的独立完成任务能力。这种教学方法在西方国家已被证实是一种有效的课堂教学模式,并被广泛应用。本文将以支架式教学法为指导,探讨如何更好地进行初中英语词汇教学。为了完成本次研究,作者选取了两个英语水平相当的班作为实验对象。一个班是实验班,采用支架式教学,另一个为对照班,采用传统教学法。在实验之前,先对两个班学生进行了第一次问卷调查(前问卷调查)和第一次词汇测试(前测),以了解学生的词汇学习现状。近三个月的教学后,又对两个班学生做了第二次词汇测试(后测),并在实验班做了第二次调查问卷,以了解将支架式教学法运用于初中英语词汇教学中是否有效。实验表明,支架式教学法不仅帮助实验班的学生扩大了词汇掌握量,也能提高学生的词汇学习兴趣。因此,在初中英语词汇教学中运用支架式教学法是很有效的。全文研究共包括五章的内容。第一章介绍了本文的研究原因和研究目的与意义。第二章介绍了支架式教学法研究现状,并提出本研究的创新之处。第三章介绍了此实验的研究设计,并介绍了支架式教学法在初中英语词汇教学中的应用模式。第四章是本次教学实验的数据分析。第五章为结论。即总结实验结果,并指出本次研究的启示与不足。希望本研究能为初中英语词汇教学起到一定的参考价值。
[Abstract]:Vocabulary is not only the most important part of English learning, but also the most important part. Although many junior high school English teachers have realized the importance of vocabulary teaching and put a lot of time and energy into the vocabulary teaching, the students' degree of vocabulary mastery is still not satisfactory. Therefore, it is necessary to find one for the teaching of English vocabulary in junior middle school. The time saving and efficient method is an important task for middle school teachers. The theoretical basis of the scaffolding approach is constructivism theory and Viggo J Ki's theory of the nearest development zone. It can provide the learners with the appropriate help in learning difficulties, make the learners complete the learning task and improve the learner's ability to accomplish the task independently. This teaching method has been proved to be an effective classroom teaching model in western countries and is widely used. This paper will take the scaffolding teaching method as the guide to discuss how to better carry on the English Vocabulary Teaching in junior middle school. In order to complete this study, the author chooses two equivalent classes in English as the experimental object. One class is real. Before the experiment, the first questionnaire survey (pre questionnaire survey) and the first vocabulary test (pre test) were carried out to two classes of students to understand the students' vocabulary learning status. After nearly three months of teaching, second vocabulary tests were done to two classes of students. The test (post test) and second questionnaires were made in the experimental class to know whether it was effective to use the Scaffolding Teaching Method in English Vocabulary Teaching in junior middle school. The experiment showed that the scaffolding method not only helped the students in the experimental class enlarge the vocabulary mastery, but also improve the students' interest in vocabulary learning. Therefore, it was used in the teaching of English vocabulary in junior middle school. The full text study includes five chapters. The first chapter introduces the reasons for the study and the purpose and significance of the study. The second chapter introduces the research status of the scaffolding teaching method and puts forward the innovation of this study. The third chapter introduces the research design of this experiment, and introduces the Scaffolding Teaching Method. The fourth chapter is the data analysis of the English Vocabulary Teaching in junior middle school. The fifth chapter is the conclusion. That is to conclude the experimental results, and point out the inspiration and deficiency of this study. I hope this study can be a certain reference value for junior high school English vocabulary teaching.

【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

【共引文献】