思维导图策略对初中生英语词汇学习的影响

发布时间：2018-05-23 22:56

本文选题：思维导图策略 + 词汇学习　；参考：《杭州师范大学》2017年硕士论文

【摘要】：词汇学习对于英语学习是至关重要的。正是因为词汇是语言的基石,掌握好词汇对外语学习者来说是十分重要的。如何算掌握好词汇,这与词汇知识的本质有着密切的联系。词汇知识包含词汇的形式、功能、位置和意思。而且词汇学习也不单指词汇量的扩充,也指词汇深度的拓展。初中学生词汇的掌握量相比小学有了一个很大的飞跃。所以如何有效帮助初中生学习词汇是值得探讨研究的。同时,思维导图作为一种新的思考工具,可以有效地帮助组织整理思路。思维导图是否也适用于词汇的学习是有必要进行研究探讨的。笔者围绕三个研究问题展开了为期十周的行动研究。三个研究问题分别是:1)思维导图策略如何影响初中生的词汇学习策略?2)什么类型的思维导图更有效率?3)教师进行怎样的干预,可以帮助学生更好地使用思维导图?研究主体是杭州公立初一两个班级的学生。两个班级都由同一个老师任教英语,并且两个班的英语平均分很相近。其中一个班级作为实验组,另外一个班级作为对照组。在研究过程中,把调查问卷、词汇测试、思维导图观察和学生采访作为研究手段。在思维导图实施之前,学生被要求分别完成前测问卷和词汇测试。然后,笔者通过小册子教学什么是思维导图策略,如何在词汇学习中使用思维导图。在思维导图策略干预之后,学生被要求做后测问卷和词汇测试,以及个别学生将进行访谈。在经过一系列的研究后,数据显示思维导图对于初中生词汇学习有积极的影响。有效的思维导图,一般需要基于对于主题的理解上展开,并且有中央图示,有较多分支和不同层级并且通过箭头显示不同词语间的关系。老师在思维导图策略导入的过程中,应该激励学生和自己,给予学生一步一步清晰的引导,及时根据对学生思维导图的观察给予回馈,全面了解词汇知识,在整个思维导图策略教学过程中给予科学的指导,并且合理规划自己的教学时间。
[Abstract]:Vocabulary learning is very important for English learning. Because vocabulary is the cornerstone of language, mastering vocabulary is very important for foreign language learners. How to master vocabulary is closely related to the essence of lexical knowledge. Lexical knowledge includes the form, function, location and meaning of the vocabulary. Vocabulary learning also refers not only to the expansion of vocabulary, but also to the expansion of vocabulary depth. The vocabulary mastery of junior middle school students is a big leap compared with primary school. Therefore, how to effectively help junior high school students to learn vocabulary is worth studying. At the same time, as a new thinking tool, mind map can effectively help to organize ideas. It is necessary to study whether mind map is also applicable to vocabulary learning. The author carried out a ten-week action study around three research questions. The three research questions are: (1) how do thinking mapping strategies affect the vocabulary learning strategies of junior high school students? (2) what types of thinking maps are more efficient? 3) what kind of intervention can teachers do to help students use thinking maps better? The main body of the study is Hangzhou Public first grade two classes of students. Both classes are taught English by the same teacher, and the average score of the two classes is very similar. One class served as the experimental group and the other as the control group. In the course of the research, questionnaire, vocabulary test, mind map observation and student interview are used as research methods. The students were asked to complete a pretest questionnaire and a vocabulary test before the implementation of the mind map. Then, the author uses pamphlets to teach what is the strategy of thinking map and how to use it in vocabulary learning. After the intervention of thinking mapping strategies, students were asked to do post-test questionnaires and vocabulary tests, as well as individual students will be interviewed. After a series of studies, the data show that thinking map has a positive effect on vocabulary learning of junior high school students. An effective mind map usually needs to be developed based on the understanding of the subject, with a central diagram, more branches and different levels, and an arrow showing the relationships between different words. Teachers should encourage students and themselves to give students clear guidance step by step, give feedback according to the observation of students' mind map in time, and fully understand vocabulary knowledge, in the process of introducing the strategy of thinking mapping, the teacher should encourage students and themselves, give them clear guidance step by step, and give feedback according to the observation of students' mind map. Give scientific guidance in the whole process of thinking mapping strategy teaching, and reasonably plan their teaching time.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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