基于多元智能理论的英语歌曲在初中词汇教学中的应用研究

发布时间：2018-05-09 08:10

本文选题：英语歌曲 + 词汇教学　；参考：《重庆师范大学》2017年硕士论文

【摘要】：本文主要是针对初中词汇利用基于多元智能理论的英语歌曲辅助教学进行的应用研究。笔者经了解指出了当前词汇教学的现状以及存在的教学弊端。又根据《义务教育英语课程标准(2011版)》提出的六大基本理念要求以及初中生需要达到的语言知识层面的目标并给予了教师相关教学意见。文中阐述了英语歌曲给学生带来的各种益处,提倡该方法值得教师借鉴。本论文研究了国内英语词汇教学的现状,列举了涉及的主要词汇教学理论和方法,并从不同角度进行了详述。也指出了英语歌曲在词汇教学中的现状,并将教学内容进行了分类。指出了国外英语词汇教学研究的历史和现状以及英语歌曲教学对第二语言的影响。在多元智能理论以及克拉申输入假说为基础理论的指导下,旨在将音乐智能与语言智能结合起来,通过英语歌曲进行可理解性、有趣且关联的教学,使学生大脑潜能得到开发,能够有效记住单词,增强课堂趣味性、调动学生学习英语的积极性。全方面促进学生综合能力,最终达到在学习成绩上的显著进步效果。故本文提出以下两个研究问题:(1)英语歌曲教学形式下词汇学习效果如何?(2)学生的学习态度与学习行为发生了怎样的变化?针对这些问题提出研究方法,即访谈法和学生日志记录,教师针对每一次课堂教学后对学生进行的访谈问题,进行教学方案整改。并根据学生的学习日志了解学生的行为态度的转变,通过时间的累积,观察学生在学习过程中,教师亟待解决的问题。从而了解到学生是否有效学习并识记单词并不断改进教学设计,最终得出相应的结论。现得出的具体结论如下两点:英语歌曲形式上的辅助词汇教学是可行的,将音乐智能与语言智能的结合不仅能使学生快乐地学习单词、拓展知识层面,还将单词学习与听力、阅读、口语、翻译的训练结合起来,通过教师教学、学生自学、学生教学的方式,一方面极大地提高学习效率、另一方面培养了学生的兴趣爱好。通过三个月的累积观察,学生的学习积极性提高,学习态度和行为有了巨大的转变,从之前大部分学生对单词学习的厌倦到对单词学习的热情高涨,从被动接受学习到自主学习的变化过程。据此,给出相应教学建议,希望教师采用更多的多项智能与语言智能相结合的方式进行词汇教学,也希望词汇教学的形式更为丰富,甚至将英语歌曲与其他艺术形式和教学资源结合起来以促进学生多项智能发展。该方法只适用于初一、二年级,高年级学业压力紧张,不提倡该方法。文中不足之处在于,对于学生考核的终结性评价有所缺乏,希望教师加之弥补。
[Abstract]:This paper mainly aims at the application of English song assisted instruction based on the theory of multiple intelligence in junior high school vocabulary. The author points out the current situation of vocabulary teaching and the disadvantages of the existing teaching. It also requires the six basic concepts of the compulsory education English Curriculum Standard (2011 Edition) and the needs of junior high school students. The aim of the language knowledge level and the teaching opinions of the teachers are given. This paper expounds the benefits that English songs bring to students and advocates the method to be used for reference by teachers. This paper studies the current situation of English Vocabulary Teaching in China, lists the main theories and methods involved in the teaching of vocabulary, and gives a detailed description from different angles. It also points out the current situation of English songs in vocabulary teaching and classifies the teaching content. It points out the history and present situation of the study of foreign English vocabulary teaching and the influence of English song teaching on the second language. Under the guidance of the theory of multiple intelligences and Krashen's input hypothesis, the aim is to make music intelligence and language With the combination of intelligences, comprehensible, interesting and related teaching through English songs, the students' brain potential is developed, the words can be remembered effectively, the interest of the class is enhanced, the students' enthusiasm for learning English is mobilized. The following two research questions are: (1) how is the effect of vocabulary learning in the form of English song teaching? (2) how does the student's learning attitude and learning behavior change? According to the student's learning log, we can understand the change of students' behavior and attitude. Through the accumulation of time, we observe the problems that the students need to solve in the process of learning. So that students can learn and memorize words effectively and improve their teaching design. The next two points: the auxiliary vocabulary teaching in the form of English songs is feasible. The combination of music intelligence and language intelligence can not only make students learn words happily, expand knowledge level, but also combine word learning with listening, reading, oral English and translation training, through teachers' teaching, students' self-study, and the way of students teaching, on the one hand On the other hand, the land improves the learning efficiency, on the other hand, the students' interest and interests are fostered. Through the cumulative observation of three months, the students' learning enthusiasm is improved, the learning attitude and behavior have been changed greatly. From the previous years, most students are tired of the word learning and the heat of the word learning, from passive acceptance to self-study. Accordingly, it gives the corresponding teaching suggestions, hoping that teachers should use more intelligence and language intelligence to carry out vocabulary teaching, and also hope that the form of vocabulary teaching is more abundant, even the combination of English songs with other art forms and teaching resources to promote students' multiple intelligence development. This method is only applicable. At grade 1, grade two, the academic pressure of the senior grade is tense and does not advocate the method. The deficiency lies in the lack of the final evaluation of the students' assessment, and hopes the teachers to make up for it.

【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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