基于题元理论的中学英语被动语态样例学习研究

发布时间：2018-01-14 10:34

本文关键词：基于题元理论的中学英语被动语态样例学习研究　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：如何分辨主语、谓语和宾语一直是中学生在英语被动语态学习中的一个难点。题元角色的划分有助于解决这个问题,样例学习能让学习者从对所给问题解决的范例的研习过程中领悟该样例所蕴含的知识、技能,并将其运用到同类问题中。样例学习的特点是学习的问题性、主动性及独立性,它不仅开辟了英语语法教学的新方法,也利于其他语言语法教学的研究借鉴。样例学习的优越性体现在四个方面:(1)易化了认知技能的获取;(2)降低学习者的认知负荷,提高学习效率;(3)准确归纳知识,并有助于解决同类问题;(4)极大调动学习者学习积极性的。本研究调查中学生基于题元理论的被动语态样例学习掌握情况。笔者让漳州市实验中学初三年和高一年级120名学生参加一份基于题元理论的被动语态样例学习的问卷调查,并把所得数据录入SPSS19.0软件进行单因素方差分析、双因素方差分析和简单效应的统计。研究发现:1.高一年被试对带有题元角色的被动句的理解比初三年总体水平高。2.中学生对被动语态的习得并没有随其年级的提升而有所提高3.高一年和初三年学生在习得三种有题元角色的被动语态样例学习中存在明显差异。通过对标记样例的习得效果最好。本文结合数据分析,得出以下教学建议:第一,加快被动语态的教与学的进度;第二,改善被动语例句的呈现形式;第三,把学习时间留给学生。
[Abstract]:How to distinguish between subjects, predicates and objects has always been a difficult problem for middle school students in passive voice learning. Sample learning enables learners to understand the knowledge and skills contained in the sample from the learning process of the given problem-solving paradigm and apply it to similar problems. The characteristics of sample learning are problem-oriented learning. Initiative and independence not only open up a new method of English grammar teaching. It is also beneficial to the study of grammar teaching in other languages. The superiority of the sample learning is embodied in four aspects: 1) it facilitates the acquisition of cognitive skills; (2) reducing learners' cognitive load and improving their learning efficiency; Accurate induction of knowledge and help to solve similar problems; 4). This study investigated the students' learning mastery of passive voice samples based on the meta-theory. The author asked 120 students in Zhangzhou Experimental Middle School to take part in a class of 120 students in the third year and the first year of senior high school. A questionnaire survey of passive voice sample learning based on meta-theory. And input the data into SPSS19.0 software for single factor analysis of variance. Two-factor ANOVA and statistics of simple effects. The study found that:. 1. The students' understanding of passive sentences with the role of topic in senior one is higher than that in junior three. The acquisition of passive voice by middle school students has not improved with the improvement of grade 3.The students of Grade one and Grade three in senior high school do not improve their acquisition of passive voice. There are significant differences in the acquisition of three passive voice samples with meta-role. The acquisition of marker samples is the best. This paper combines data analysis. The following teaching suggestions are obtained: first, speed up the teaching and learning of passive voice; Second, improve the presentation of passive example sentences; Third, leave the study time to the students.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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