基于思维导图的初中英语词汇教学研究

发布时间：2018-04-21 10:06

本文选题：初中英语 + 词汇教学　；参考：《闽南师范大学》2017年硕士论文

【摘要】：初中英语教学阶段,词汇是一个非常重要的部分,掌握一定的词汇量是学好语言的基础,而且英语词汇量的大小也直接影响着听、说、读、写等方面的能力。而学生在词汇学习方面却面临着很大的障碍,记忆难、遗忘快成为了学生扩大词汇量的难题,如何才能提高学生的词汇学习效率,改变单词学习不佳的现状成了教师教学亟待解决的一个重要问题。传统的词汇教学方法比较陈旧,已无法适应新时代学生的英语词汇学习。英国著名学者东尼·博赞(Tony Buzan)创立的思维导图(Mind Map)是一个简单、高效、放射性、形象化的思维工具,能够将知识和思维可视化,它以图文并茂的方式,借助颜色、线条、图像等手段表现出各级主题知识间的相互隶属或相关的层级关系,把主题关键词与图像、颜色等建立记忆链接,充分调动左右脑的机能,遵循记忆和思维的规律来加强记忆效果。在英语学习中,思维导图也能起到很大的作用,已有不少研究者将思维导图与英语教学相结合,研究侧重点各有不同,研究内容涉及词汇、写作、阅读等方面。本研究旨在探讨在初中英语单词的学习中,思维导图能否帮助学生取得更好的学习效果?本研究的研究问题为:1、基于思维导图的词汇教学方法能否提高学生的单词识记正确率及词汇水平?2、思维导图能否改善学生的单词学习习惯,激发学生学习单词的兴趣?逡本研究将思维导图应用到初中英语词汇教学中,以河南省南阳市西峡县某中学的两个平行班为研究对象,采用量化与质化相结合的研究方法,进行为期两个月的教学实验。通过前测数据的分析确定两个平行班的英语词汇成绩处于统一水平,并无显著性差异。通过8次阶段性测试和后测数据分析,结果表明,基于思维导图的词汇教学方法的实验班词汇成绩(词汇听写和词汇运用)高于采用传统词汇教学方法的控制班,具有显著性差异。通过调查问卷的数据分析我们发现,思维导图能够帮助学生形成良好的词汇学习习惯,激发学生的英语词汇学习积极性,进而提高词汇教学的效率。因此思维导图用于初中阶段的英语词汇教学有其独特的优越性,希望有助于教师和学生转变以往传统的词汇教学和词汇学习观念,也希望本研究对丰富初中英语词汇教学的理论和实践研究有一定的意义。
[Abstract]:In junior middle school English teaching, vocabulary is a very important part. Mastering a certain vocabulary is the basis of learning a language well, and the size of English vocabulary directly affects the ability of listening, speaking, reading, writing and so on. However, students are faced with great obstacles in vocabulary learning. The difficulty of memorizing and forgetting has become a difficult problem for students to enlarge their vocabulary. How to improve the efficiency of vocabulary learning? Changing the situation of poor word learning has become an important problem to be solved in teacher teaching. The traditional vocabulary teaching method is old and can not adapt to the new era students' English vocabulary learning. "mind MapMaps", created by Tony Buzan, a famous British scholar, is a simple, efficient, radioactive and visualized thinking tool that visualizes knowledge and thinking in a picturesque way, with the help of colors and lines. Image and other means show that the subject knowledge at all levels belong to each other or related to each other. The key words of the theme are linked with images and colors to fully mobilize the functions of the left and right brains. Follow the rules of memory and thinking to enhance memory effects. In English learning, thinking map can also play a very important role. Many researchers have combined thinking map with English teaching, and the research focuses are different. The contents of the study involve vocabulary, writing, reading and so on. The purpose of this study is to explore whether thinking mapping can help students to achieve better learning results in the study of English words in junior high school. The research question in this study is: 1. Can the vocabulary teaching method based on thinking map improve students' correct rate of word memorization and vocabulary level? can thinking map improve students' habit of learning words and stimulate students' interest in learning words? In this study, thinking map was applied to English vocabulary teaching in junior high school. Two parallel classes in a middle school in Xixia County, Nanyang City, Henan Province were used as the research objects, and a two-month teaching experiment was carried out by combining quantitative and qualitative methods. The analysis of pre-test data shows that the English vocabulary scores of the two parallel classes are at the same level, and there is no significant difference between the two classes. The results show that the vocabulary scores (vocabulary dictation and vocabulary usage) of the experimental class based on the thinking map teaching method are higher than those of the control class using the traditional vocabulary teaching method. There was significant difference. Through the data analysis of the questionnaire, we find that thinking map can help students to form good vocabulary learning habits, stimulate students' enthusiasm for English vocabulary learning, and then improve the efficiency of vocabulary teaching. Therefore, the use of mind-map in English vocabulary teaching in junior middle school has its unique advantages. It is hoped that it will help teachers and students to change their traditional concepts of vocabulary teaching and vocabulary learning. It is also hoped that this study will be of some significance to enrich the theoretical and practical research of junior high school English vocabulary teaching.
【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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