基于多元智能理论的初中英语词汇教学研究

发布时间：2018-10-31 16:53

【摘要】：英语听说读写技能都离不开词汇的学习。英语词汇教学作为初中英语教学的重要阶段,其首要任务是研究如何使学生掌握并扩大词汇量,从而更好地学习英语。目前,在初中英语词汇教学中,教师把机械的词汇教学策略放在首位,忽视了学生对词汇的理解和运用的能力,这阻碍了学生在课后的自主学习,同时使学生失去了对词汇学习的兴趣,严重影响了词汇教学的效果。如何有效地激发学生学习词汇的兴趣,提高学生记忆词汇的技巧,是每个英语教师必须思考的问题。虽然国内外关于多元智能理论的研究已不胜枚举,多数从对英语教学的影响,如教学观念的改变、整体教学设计等方面进行探讨,但是多元智能理论与初中英语词汇教学相结合研究却并不多,与此同时新课程标准对初中学生的英语水平有了更高的要求,在此情况下,本文从多元智能理论的视角对初中英语词汇教学进行研究。文章以多元智能理论为框架,根据相应的教学原则,设计了基于多元智能理论下的英语词汇教学方法与活动,探讨如何运用多元智能理论来激发学生对英语词汇的学习兴趣,调动其自主学习能力,提升初中学生的英语词汇学习能力。文章使用了问卷调查和访谈的形式对初中英语词汇教与学的现状进行分析,随后汇总、整理调查结果,总结初中英语词汇教学存在的问题、困难和影响因素。随后,探讨改进初中英语词汇教学的建议,根据多元智能理论下的教学原则,参考文献和资料,汇总了以下几种教学策略：感知法、归纳法、欣赏法、动作示范法。基于多元智能理论笔者精心设计了初中英语词汇教学实验。研究选取了河南省信阳市某初中的两个平行班进行了一个学期的教学实验。实验班采用多元智能理论指导下的英语词汇教学法,对照班则采用传统的英语词汇教学方法。本实验前测和后测均使用的是信阳市教育局统一发放的期末考试试卷。笔者将收集到的数据运用SPSS软件进行对比分析,实验结果表明实验班学生的英语成绩明显高于对照班学生的成绩。由此可知,多元智能理论指导下的英语词汇教学方法能够提高学生学习词汇的技巧,激发学生的学习兴趣,调动学生的学习积极性,提高学生的记忆能力,促进学生多种智能的发展,英语教学质量也得到显著提高。
[Abstract]:English listening, speaking and reading and writing skills are inseparable from vocabulary learning. As an important stage of English teaching in junior high school, the primary task of vocabulary teaching is to study how to make students master and enlarge their vocabulary so as to learn English better. At present, in the junior middle school English vocabulary teaching, teachers put the mechanical vocabulary teaching strategy in the first place, neglecting the students' ability of understanding and using vocabulary, which hinders the students' autonomous learning after class. At the same time, students lose interest in vocabulary learning, which seriously affects the effect of vocabulary teaching. How to stimulate students' interest in vocabulary learning and how to improve students' skills of memorizing vocabulary are the problems that every English teacher must think about. Although there have been numerous studies on the theory of multiple intelligences at home and abroad, most of them are discussed in terms of their impact on English teaching, such as the change of teaching concepts, the overall teaching design, and so on. However, there are few researches on the combination of multiple intelligences theory and vocabulary teaching in junior high school. At the same time, the new curriculum standards have higher requirements for junior high school students' English proficiency. This paper studies English vocabulary teaching in junior high school from the perspective of multiple intelligences theory. Based on the theory of multiple intelligences and the corresponding teaching principles, this paper designs the teaching methods and activities of English vocabulary based on the theory of multiple intelligences, and probes into how to use the theory of multiple intelligences to stimulate students' interest in English vocabulary learning. Mobilize their autonomous learning ability, improve junior high school students' English vocabulary learning ability. This paper analyzes the present situation of English vocabulary teaching and learning in junior high school by questionnaire and interview, then summarizes the results, summarizes the problems, difficulties and influencing factors of English vocabulary teaching in junior high school. Then, the paper discusses the suggestions of improving English vocabulary teaching in junior high school. According to the teaching principles of multiple intelligences theory, reference documents and materials, this paper summarizes the following teaching strategies: perceptual method, induction method, appreciation method, and action model method. Based on the theory of multiple intelligences, the author has carefully designed the experiment of English vocabulary teaching in junior high school. Two parallel classes in a junior middle school in Xinyang City, Henan Province, were selected for a semester of teaching experiments. The experimental class adopts English vocabulary teaching method under the guidance of multiple intelligences, while the control class adopts the traditional English vocabulary teaching method. The final examination papers issued by Xinyang Education Bureau are used in both pre-test and post-test. The experimental results show that the English scores of the students in the experimental class are significantly higher than those in the control class. Therefore, under the guidance of multiple intelligences theory, English vocabulary teaching method can improve students' vocabulary learning skills, stimulate students' interest in learning, arouse students' enthusiasm for learning, and improve students' memory ability. To promote the development of students' intelligence, the quality of English teaching has also been significantly improved.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【共引文献】