基于手机的移动学习在高中生英语词汇学习中的应用

发布时间：2018-07-13 09:39

【摘要】：在我国,英语是一门很重要的第二外语,中小学的英语课堂教学效果一直都是让人担忧的：学生普遍没有学习积极性甚至厌学情绪高；教师也大多苦于应试的压力而无法放手教学。除了缺乏充分的语言环境浸润之外,中小学英语教学因为面临应试的压力(尤其高中),这就造成了课堂教学的诸多限制。学生学习词汇停留在死记硬背的单一方法上,缺乏对词汇的文化理解和语境使用感,故经常背了很快就忘。不少高中生因为词汇量少而无法进一步读懂英文文章、听懂英文对话,英语学习没有成就感,学习兴趣大大降低,最终放弃英语学习。随着信息革命在社会各界的深入影响,学习领域发生了更新换代的变革。从课堂教学方面,多媒体的应用充分体现出提高教学效果的优势；从个人学习方面,借助现代移动设备(如智能手机、PDA等)和网络通信技术的支持,移动学习、终身学习变为现实。于是丰富多样的资源用生动有趣的方式呈现出来,同时科学合理的学习路径设计、评价设计提供满足个性需求的私人订制,学习变成一件快乐有趣、高效的事情。因此,思考并研究移动学习在英语学习方面的应用具有很大的实际意义。本文中,笔者采用定量分析、定性分析的方法,选择襄阳24中学生为研究对象,设计问卷、访谈,选取手机为学习设备、百词斩为实验平台进行个案跟踪,研究发现：1.在语言词汇学习方面,移动学习以其独特优势能为学习者提供更丰富、真实、趣味性和时效性齐备的语境,调动多种感官参与,并智能化地设定科学的学习和复习计划,提升词汇学习、记忆效果和学生的学习兴趣、积极性等。手机成为如今最普遍的移动学习设备。2.越来越多的高中生有使用手机进行英语学习的经历,对尝试使用手机进行词汇学习也有着积极的尝试心态和较好的体验感受,但需要教师给予有效的督促和指导,例如,①选择合适的学习软件APP,②理解词汇学习APP的设计理念、与词汇学习策略有关联的设计点和恰当的使用方法,③根据自己的学情,合理安排和调整自己的移动学习进度和任务等,④弄清楚并处理好移动学习和课堂学习的关系。对此,笔者提出了启示和建议。首先,英语教师应该树立与时俱进的信息观,积极思考移动学习的价值和创新性,培养学生多样的学习观和正确的信息观；合理看待和处理课堂教学和移动学习的关系,两种方式下的师生关系定位,思考教学的创新；明确在指导学生使用手机进行移动学习中应承担的5种角色——引领、观察交谈、督导、学习同伴、研究。其次,学生应该树立正确的信息观,合理使用手机；增强自主学习意识,提高自主学习能力；积极与老师、学伴交流。最后,社会、家长和学校管理者应认识到手机的学习功能和移动学习的价值,疏导学生的错误认知和做法,帮助建立正确的使用观。
[Abstract]:In our country, English is a very important second foreign language. The effect of English classroom teaching in primary and secondary schools is always worrying: students generally have no enthusiasm for learning and even high feelings of weariness; Teachers also often suffer from the pressure of the examination and can not let go of teaching. In addition to the lack of adequate language environment, English teaching in primary and secondary schools is under the pressure of examination-oriented (especially in high schools), which results in many limitations in classroom teaching. Students often forget vocabulary learning quickly because of their lack of cultural understanding and contextual use. Because of their small vocabulary, many high school students are unable to further understand English articles, understand English dialogue, have no sense of achievement in English learning, reduce their interest in learning English, and finally give up learning English. With the deep influence of the information revolution in all walks of life, the field of learning has changed. In the aspect of classroom teaching, the application of multimedia fully reflects the advantages of improving the teaching effect, and from the aspect of personal learning, with the support of modern mobile devices (such as smart phones, PDAs, etc.) and network communication technology, mobile learning, Lifelong learning becomes a reality. So the rich and varied resources are presented in a lively and interesting way, and at the same time, the scientific and reasonable learning path design, the evaluation design provides private customization to meet the individual needs, and learning becomes a happy, interesting and efficient thing. Therefore, it is of great practical significance to study the application of mobile learning in English learning. In this paper, the author adopts quantitative analysis and qualitative analysis method, selects Xiangyang 24 middle school students as the research object, designs the questionnaire, interviews, selects the mobile phone as the learning equipment, 100 words chopping as the experimental platform carries on the individual case tracking, the research finds that: 1. In terms of language and vocabulary learning, mobile learning can provide learners with a richer, truthful, interesting and timely context, mobilize multiple sensory participation, and intelligently set up scientific learning and review plans. Improve vocabulary learning, memory effects and students' interest and enthusiasm. Mobile phone becomes the most common mobile learning device. 2. More and more high school students have the experience of using mobile phones to learn English, and they also have a positive attitude and good experience to try to use mobile phones for vocabulary learning, but teachers need to give effective supervision and guidance, for example, 1 choose the appropriate learning software APP2 to understand the design idea of word learning app, design point and proper use method related to vocabulary learning strategy. Arrange and adjust their mobile learning schedule and task. 4. Make clear and deal with the relationship between mobile learning and classroom learning. To this, the author puts forward enlightenment and suggestion. First of all, English teachers should set up the information view of keeping pace with the times, actively think about the value and innovation of mobile learning, cultivate students' diverse learning view and correct information view, and reasonably treat and handle the relationship between classroom teaching and mobile learning. The orientation of teacher-student relationship under the two ways, thinking about the innovation of teaching, and making clear five kinds of roles in guiding students to use mobile phones for mobile learning-leading, observing, talking, supervising, learning peers, and studying. Secondly, students should set up a correct view of information, use mobile phones rationally; enhance the consciousness of autonomous learning and improve their ability of autonomous learning; and actively communicate with teachers and learning partners. Finally, society, parents and school administrators should recognize the learning function of mobile phone and the value of mobile learning, guide students' wrong cognition and practice, and help to establish a correct view of use.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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