提高高中英语词汇教学有效性的策略研究

发布时间：2018-06-02 08:30

本文选题：高中英语 + 词汇教学　；参考：《陕西理工大学》2017年硕士论文

【摘要】：高中英语教师的教学和学生学习面临的一个挑战就是在现行新课标中要求学生掌握的单词量。一方面,英语课文中难度大,生词多,要求通过利用上下文才能掌握的多义词增加,并且与英美历史、文化、环境、科技及生活紧密相关的具有一定背景知识增加很多。另外新课标又注重词汇的运用,而不仅是简单的释义和简单的概念。要让学生在词汇表达中能够灵活恰当地运用,即特别看重让学生理解词汇字里行间所表达的深义。此问题的解决有赖于教学中策略的应用,在理论分析和调查研究的基础上,针对教学实际,本论文应用相关策略于教学实际,并在数据统计分析中研究了词汇策略和教学效果的有效性问题。本研究以汉中市某高中部分学生为研究对象,在一学期的实习调查研究中,还进行了为期一个月的教学实验研究。通过对该学校三个年级20位英语教师讨论座谈和360余名学生进行问卷调查,对目前高中英语的教学及学习现状进行了调查研究;在此后一个月的教学实验中,通过对高二23班56名学生应用情景法、构词法和词源法进行了课堂教学和专项训练。通过词汇策略应用前测试、后测试成绩进行教学效果的评价,并采用统计学方法对教学策略的有效性做了验证。本研究可得如下结论:在教学实践中,学生对词汇教学策略接受良好,本文所尝试的策略在教学中符合学生认知规律,可以帮助学生学好英语;相关策略的应用提高了对词汇的掌握程度,方法上让他们不再无所适从,增添了学生的自信心;通过在词汇教学中根据学生的实际情况及时进行策略的调整。实验后测试成绩平均值与对照班相比高出5.5分,达到72分,统计数据显示教学策略和成绩有显著的相关性。本文还对如何用词汇策略开展教学和克服英语教学现状中相关问题进行了讨论及分析,并设计了一份策略教学案例和实施建议用于在课堂中开展词汇教学。
[Abstract]:A challenge for high school English teachers in teaching and learning is to require students to master vocabulary in the new curriculum. On the one hand, the English text is very difficult and has many new words. The number of polysemous words that need to be grasped by the context is increased, and the background knowledge which is closely related to the history, culture, environment, science and technology and life of the United States and the United States has increased a lot. In addition, the new curriculum also focuses on the use of vocabulary, not just simple interpretation and simple concepts. To enable students to be flexible and appropriate in the use of vocabulary, that is, to let students understand the deep meaning expressed between the lines of words. The solution of this problem depends on the application of teaching strategies. On the basis of theoretical analysis and investigation and research, this paper applies relevant strategies to teaching practice. The validity of lexical strategies and teaching effects is also studied in the statistical analysis. In this study, a part of high school students in Hanzhong City as the research object, in a semester of practice investigation, also carried out a one-month teaching experiment. The present situation of English teaching and learning in senior high school was investigated through a questionnaire survey among 20 English teachers in three grades of the school and more than 360 students. By applying situational method, etymology and etymology to 56 students in Class 23 of Senior High School, classroom teaching and special training were carried out. The teaching effect is evaluated by pre-test and post-test, and the validity of teaching strategy is verified by statistical method. The conclusions of this study are as follows: in teaching practice, students accept vocabulary teaching strategies well. The strategies tried in this paper accord with students' cognitive rules and can help students to learn English well. The application of relevant strategies improves the mastery of vocabulary, makes them no longer confused, increases students' self-confidence, and adjusts the strategies in time according to the students' actual situation in vocabulary teaching. After the experiment, the average score of the test is 5.5 points higher than that of the control class, reaching 72 points. The statistical data show that there is a significant correlation between the teaching strategy and the results. This paper also discusses and analyzes how to use vocabulary strategies in teaching and how to overcome the problems in the present situation of English teaching, and designs a case study of strategy teaching and puts forward some suggestions for the implementation of vocabulary teaching in class.
【学位授予单位】：陕西理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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