计算机辅助支架式教学在农村小学英语词汇教学的实证研究

发布时间：2021-01-02 20:52

　　教育发展失衡问题在地区差异明显,相对于发达的大城市的丰富的教育资源,基础设施薄弱的乡村中小学教育发展状况落后主要表现在教育观念和教育资源的落后。支架式教学虽然早就已经被引入中国,但是对乡村小学进行支架式教学的研究却十分困乏,并且传统的支架式教学缺乏有力的设备支撑,本次实验将安排在教育基础设施相对薄弱的农村小学田疃小学,最大限度的充分发挥现代化教育技术的支架作用以提升乡村教学效果。本文的主要目的是利用计算机辅助支架式教学对农村小学英语词汇进行教学,以解决农村小学英语词汇教学中的问题。本研究主要解决了以下三个研究问题:问题1:通过使用计算机辅助的支架式教学学生的学习自主性是否得到提高?问题2:在计算机辅助的支架式教学下,学生的词汇学习策略有何变化?问题3:学生的词汇水平在多大程度下发生了变化?本篇实证研究实验在河北省滦州市响嘡街道田疃小学进行,从2019年9月2日开始,到2020年1月6日结束,共持续大约四个月,旨在调查计算机辅助式的支架式教学在农村小学的应用情况。本研究通过问卷、前、后测试和访谈来收集各种数据。最后,对本研究中收集到的定量数据和定性数据用SPSS数据分析软件进行分析。数据... 

【文章来源】：渤海大学辽宁省

【文章页数】：112 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
        1.1.1 The importance of vocabulary teaching
        1.1.2 Current situation of English education in rural primary schools
        1.1.3 The necessity of vocabulary teaching in rural primary schools
        1.1.4 Solutions to vocabulary problems
    1.2 The purpose of the study
    1.3 Significance of this study
    1.4 Structure of the thesis
Chapter Two Literature Review
    2.1 The introduction to scaffolding
        2.1.1The definition of scaffolding
        2.1.2 The development of scaffolding
        2.1.3 The features and types of scaffolding
        2.1.4 The role of scaffolding teaching
    2.2 CALL and Scaffolding
    2.3 The theoretical framework for this research project
        2.3.1 Learning from a sociocultural perspective（Sociocultural theory）
        2.3.2 The Zone of Proximal Development（ZPD）
        2.3.3 CALL and ZPD
    2.4 Previous research relevant to research questions
        2.4.1 Students’ vocabulary learning strategies（VLS）
        2.4.2 Student’ learner autonomy
        2.4.3 The application of computer assisted scaffolding
    2.5 Summary
Chapter Three Research Methodology and Methods
    3.1 Research Questions
    3.2 Research Design
    3.3 Experimental participants
    3.4 Research Methods
    3.5 Research Instruments
        3.5.1 Tests
        3.5.2 Questionnaire
        3.5.3 Interview
    3.6 Research Procedures
        3.6.1 Pilot Study
        3.6.2 Pre-questionnaire and Pre-test
        3.6.3 Experimental teaching
        3.6.4 Post-questionnaire and post-test on vocabulary
        3.6.5 Interview
    3.7 Data collection
    3.8 Summary
Chapter Four Results and Discussion
    4.1 Results and Discussion of Research Question 1
        4.1.1 Analysis and discussion of QuestionnaireⅠ
        4.1.2 Analysis of InterviewⅠ
    4.2 Results and Discussion of Research Question 2
        4.2.1 Analysis of Questionnaire Ⅱ
        4.2.2 Analysis and discussion of InterviewⅡ
    4.3 Results and Discussions of Research Question 3
        4.3.1 Results and Discussions of pre-test between EC and CC
        4.3.2 Results and analysis of post-test between EC and CC
        4.3.3 Analysis of pre-test and post-test in EC
        4.3.4 Analysis of pre-test and post-test in CC
        4.3.5 Analysis and discussion of Interview Ⅲ
    4.4 Summary of results
Chapter Five Conclusion
    5.1 Main Findings
        5.1.1 Main findings of Question 1
        5.1.2 Main findings of Question 2
        5.1.3 Main findings of Question 3
    5.2 Research Limitations
    5.3 Suggestions for Future Research
References
Appendix Ⅰ:Questionnaire of rural primary School Students’ vocabulary learning strategies
Appendix Ⅱ:Questionnaire of rural primary School Students’ vocabulary learning strategies
Appendix Ⅲ:Questionnaire for Rural Primary School students’ learner autonomy
Appendix Ⅳ:Questionnaire for Rural Primary School students’ learner autonomy
Appendix Ⅴ:Pre-test
Appendix Ⅵ:Post-test
Appendix Ⅶ:Interview Ⅰ-Ⅲ（English and Chinese version）
Appendix Ⅷ :Samples of teaching
    1.Sample Lesson in EC
    2.Sample Lesson in CC
Acknowledgements
The list of the research thesis published by author



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