信息技术视角下初中英语词汇教学研究

发布时间：2018-07-28 13:32

【摘要】：词汇是语言的“建筑材料”,是理解和表达的基础。词汇量的大小直接影响英语听、说、读、写能力的发展,所以词汇教学应贯穿英语教学的始终。多年来,英语词汇教学中的“费时低效”一直是初中英语教师与英语学习者普遍关心的问题。可喜的是,近年来,信息化时代的到来不仅带来了词汇教学技术上的革新,改变了传统教学方式,而且更新了广大教师和学生的教学理念和学习理念,提高了词汇教学效率。本文首先对信息技术如何应用于词汇教学以及对学生的词汇学习进行界定,进而笔者通过对全国初中英语第十一届优质课视频进行观察总结出信息技术视角下词汇教学的特征,分析结果表明:现代化信息技术手段能促进学生的词汇学习,缩短词汇学习时间,在一定程度上改变学生的词汇学习方式,由被动学习转为主动、探索、合作学习。提高学习效果,激发学生的学习热情。为了进一步验证研究结论的可靠性,客观感知学生词汇学习情况,了解教师与学生对信息技术手段辅助词汇教学的真实想法,笔者又对菏泽市二十二中初级中学初一年级五个班级进行现场课堂观察和教师访谈及学生问卷调查。观察五位教师的十节词汇教学课,并对真实课堂下的信息技术辅助词汇教学进行观察记录,进一步证实了以上研究结论。本文采用两种研究方式,一种是分析优质课,另一种是常态课堂观察。通过分析优质课,我们可以看到最新颖的现代化信息手段使用方式,供我们学习和参考。但是,优质课毕竟是由团队打造的精品课,单从优质课视频中得出的结论还不足为信,笔者也无法真实客观地感知学生学习词汇的效果,学习的氛围,课堂参与度及情感的变化。所以,常态课堂观察可以弥补这些不足,并对优质课中的信息技术使用手段进行实践和补充。
[Abstract]:Vocabulary is the building material of language and the basis of understanding and expression. The size of vocabulary directly affects the development of English listening, speaking, reading and writing ability, so vocabulary teaching should run through English teaching all the time. For many years, English vocabulary teaching "time-consuming and inefficient" has been a common concern of junior high school English teachers and English learners. Fortunately, in recent years, the arrival of the information age has not only brought about the innovation of vocabulary teaching technology, changed the traditional teaching methods, but also updated the teaching ideas and learning concepts of teachers and students, and improved the efficiency of vocabulary teaching. This paper first defines how information technology is applied to vocabulary teaching and vocabulary learning of students, and then the author summarizes the characteristics of vocabulary teaching from the perspective of information technology through the observation of the eleventh high quality video of junior high school English in China. The results show that modern information technology can promote students' vocabulary learning, shorten vocabulary learning time, change students' vocabulary learning style from passive learning to active, exploratory and cooperative learning to a certain extent. Improve the effect of learning, stimulate students' enthusiasm for learning. In order to further verify the reliability of the research conclusions, objectively perceive the students' vocabulary learning situation, and understand the real ideas of teachers and students on information technology (IT) assisted vocabulary teaching. The author also carries on the field classroom observation, the teacher interview and the student questionnaire to the Heze 22 junior middle school grade one grade five classes. By observing ten vocabulary teaching courses of five teachers and observing the information technology assisted vocabulary teaching in real classroom, the above conclusions are further confirmed. This article adopts two kinds of research methods, one is to analyze the high-quality class, the other is the normal classroom observation. Through the analysis of high-quality courses, we can see the most novel use of modern information means for us to learn and reference. However, the high quality class is made by the team after all, the conclusion drawn from the high quality lesson video is not reliable, the author can not truly and objectively perceive the effect of students' vocabulary learning and the atmosphere of learning. Changes in classroom participation and emotion. Therefore, normal classroom observation can make up for these deficiencies, and practice and supplement the use of information technology in high-quality classes.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41;G434

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