基于思维导图的中职英语词汇教学实验研究

发布时间：2018-05-03 16:14

本文选题：思维导图 + 词汇教学　；参考：《广州大学》2017年硕士论文

【摘要】：词汇是语言的基础,也一直是中职英语教学的难点之一。许多中职生由于没有掌握科学的学习方法,词汇学习效率低。如何让学生更好地学习词汇在中职英语教学中具有重要的意义。笔者在教育培训中接触到思维导图这个概念,在学习过程中发现它是一种高效的组织性思维工具,能够激发记忆思维的无限潜能。能否将思维导图与单词教学联系起来,探索出职中英语词汇教学中教与学的有效途径,改变词汇记忆困难和枯燥的现状,是本论文的根本立足点。本研究的九十六位参与者来自东莞某中职学校高三的两个平行班。思维导图词汇教学实验在2015年9月至2015年12月进行。为检测实验结果,本文采取了对实验班和对照班的两次同等难度和要求的英语能力测试作为前测和后测、一次检测所学单词的听写测试、一份针对实验班的英语学习兴趣前期调查问卷、一份针对实验班使用思维导图后的体会和感受的后期调查问卷和面谈作为数据收集工具。研究问题包括:1)基于思维导图的词汇教学是否能提高中职高三学生英语成绩?2)基于思维导图的词汇教学能激发学生学习英语词汇的兴趣吗?本研究主要进行几个以下方面的工作:首先深入分析了该研究的背景,对存在的问题做出了阐述。其次收集并整理了思维导图在国内外的研究进展情况。通过对文献进行剖析,在理论上论述了英语单词记忆与思维结合的可能性。运用对比实验的方法,辅以调查问卷和访谈,验证了思维导图能在较大程度上促进中职高三英语词汇教学。实验结果显示:通过思维导图词汇教学,实验组比控制组在英语水平测试中的得分高并且两者之间存在显著性差异。通过两次问卷调查的数据的对比和面谈得出思维导图词汇教学能激发学生学习英语词汇的兴趣。本研究经过实验证实思维导图实为中职英语词汇教学的有效方式之一。它不仅能提高学生成绩,更能够增强学习的兴趣。因而,思维导图值得被运用于中职英语词汇教学中。最后,笔者指出本研究的局限性并且给了思维导图词汇教学的一些建议。
[Abstract]:Vocabulary is the basis of language and has always been one of the difficulties in secondary vocational English teaching. Many secondary vocational students are inefficient in vocabulary learning due to their lack of scientific learning methods. How to make students learn vocabulary better plays an important role in vocational English teaching. In the course of education and training, the author came into contact with the concept of thinking map, and found that it is an efficient organizational thinking tool in the course of learning, which can stimulate the infinite potential of memory thinking. It is the fundamental standpoint of this thesis whether we can connect the thinking map with the teaching of words, explore the effective ways of teaching and learning in vocational English vocabulary teaching, and change the present situation of vocabulary memorization difficulties and dullness. The 96 participants in this study were from two parallel classes of Senior three in a secondary vocational school in Dongguan. The experiment of thinking map vocabulary teaching was conducted from September 2015 to December 2015. In order to test the results of the experiment, two English proficiency tests with the same difficulty and requirement in the experimental class and the control class were adopted as the pre-test and post-test, and the dictation test for the words learned was conducted once. A pre-survey questionnaire for English learning interest in the experimental class and a post-survey questionnaire and interview for the experience and feelings after the use of the mind map in the experimental class are used as a data collection tool. The research questions include: 1) can the vocabulary teaching based on the thinking map improve the students' English achievement? can the vocabulary teaching based on the thinking map stimulate the students' interest in learning English vocabulary? The main work of this study is as follows: firstly, the background of this study is analyzed, and the existing problems are expounded. Secondly, the research progress of thinking map at home and abroad is collected and sorted out. By analyzing the literature, this paper discusses theoretically the possibility of combining English word memory with thinking. By using the method of contrastive experiment and questionnaire and interview, it is proved that thinking map can promote English vocabulary teaching in senior high school to a great extent. The results show that the scores of the experimental group are higher than those of the control group in the English proficiency test and there is a significant difference between the two groups. By comparing and interviewing the data of two questionnaires, it is concluded that thinking map vocabulary teaching can stimulate students' interest in learning English vocabulary. The present study has proved that thinking map is one of the effective ways to teach English vocabulary in secondary vocational schools. It can not only improve students' performance, but also enhance their interest in learning. Therefore, the thinking map is worth to be used in English vocabulary teaching in secondary vocational schools. Finally, the author points out the limitations of this study and gives some suggestions on the teaching of thinking map vocabulary.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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