呼和浩特第三中学英语词汇自主学习调查研究
发布时间：2018-09-07 14:53
【摘要】：呼和浩特三中初中采取的英语词汇教学方法以自主学习为主,本论文将调查研究此模式下的教学现状。该校的词汇自主学习不是完全由学生个人完成,而是在教师的安排和指导下进行的词汇教学方法。该校基本每个年级所有班级采取同样的以学生自学为主要模式的词汇教学方法。大多数教师要求学生在课文讲解前进行词汇自主学习。因此,教师不再在课上进行长时间的词汇讲解,但是教师仍需要对学生的词汇自主学习进行监督和抽查,从而对学生学习词汇相关知识的效果进行把握。作为英语学科的基础部分,学生只有学好词汇才能学好英语。在新课标的要求下,学生需要掌握更多的词汇,同时要学会更好地运用词汇。在此背景下,呼和浩特第三中学尝试改革英语词汇教学,为进一步提升教学质量,立足让学生对词汇学习产生兴趣。该方法兼具优缺点,本文作者利用调查问卷和访谈的研究工具,希望对该学校以学生自主学习为主的词汇教学模式进行调查研究。本文所采用的调查问卷为两份,分别针对教师和学生,以从双方角度了解各自对自主词汇学习的态度及应用现状。每份调查问卷都包含对问卷对象基本信息的掌握以及调查问卷正式的问题部分。问卷中,教师部分主要调查其如何看待英语词汇自主学习,以及如何对学生自主学习进行补充教学。学生部分按态度、各方面现状、影响因素等维度进行调查。最终170名呼和浩特第三中学的初三学生及14名该校初一、初二及初三英语教师参与并有效返回调查问卷。作者将调查问卷结果数据输入电脑,并利用SPSS18.0软件对数据进行分析。访谈法是为了围绕调研目的进一步深入了解相关信息所采取的以口头交流为主要形式的方法。作者为14名呼和浩特三中英语教师以及从参与调查问卷的170名学生中随机抽取的20名学生进行访谈。结合以上两种调查方法,本文试图回答以下问题:1、学生具体如何进行英语词汇自主学习?2、教师如何对学生词汇自学进行指导并进行补充教学?3、学生和教师对以自主学习为主的词汇教学方法持何种看法?4、呼和浩特三中英语词汇自主学习的现状如何?通过调查研究,本文主要有以下六方面结论。第一,大部分学生有意识从音、形、义三个方面去自主学习词汇,但是并不是所有学生都确定自己能通过自主学习完全掌握。第二,教师非常重视指导学生了解并掌握词汇自学的学习方法和策略。第三,学生与教师都非常重视,并肯定词汇在英语中教学和学习中的地位。第四,大部分教师和学生不否定,英语词汇自主学习仍不可避免造成一定程度上学生词汇系统知识的掌握欠缺。第五,教师对词汇教学的观念已发生重大转变,由原来的知识灌输转变为更注重培养学生自主学习和应用知识的能力。第六,英语词汇自主学习不仅使学生掌握词汇知识,并且培养了学生的自主学习能力,这种能力也有利于其他学科的自主学习,这一观点同时得到教师和学生的认可。本论文试图在目前初中以教师中心为主的传统词汇教学环境下,尝试研究不同的以学生为中心的英语词汇自主学习教学方法,但作者受到实际情况等方面的限制,且分析数据能力有待提高,因此在本论文中,不足之处不可避免,请学者们未来深入补充探索。
[Abstract]:This paper will investigate the present situation of English vocabulary teaching in Hohhot No.3 Middle School. The autonomous learning of vocabulary is not entirely done by the students themselves, but by the vocabulary teaching method arranged and guided by the teachers. Most teachers require students to learn vocabulary independently before explaining the text. Therefore, teachers no longer explain vocabulary for a long time in class, but teachers still need to supervise and check students'vocabulary autonomy, so as to help students learn vocabulary related knowledge. As the basic part of English subject, students can learn English well only by learning vocabulary well. Under the new curriculum standard, students need to master more vocabulary and learn to use vocabulary better. Under this background, Hohhot No. 3 Middle School tries to reform English vocabulary teaching to further improve the teaching quality. This method has both advantages and disadvantages. The author hopes to investigate and study the vocabulary teaching mode of the school, which is mainly about students'autonomous learning, by means of questionnaires and interviews. Each questionnaire contains the basic information of the subjects and the formal questions of the questionnaire. In the questionnaire, the teacher mainly investigates how they perceive English vocabulary autonomy and how to supplement the students'autonomous learning. Finally 170 junior high school students and 14 junior high school English teachers participated in and returned the questionnaire effectively. The author input the data of the questionnaire into the computer and analyzed the data by SPSS18.0 software. The author interviewed 14 English teachers in Hohhot and 20 students randomly selected from 170 students who participated in the questionnaire. Combining the above two methods, this paper tries to answer the following questions: 1. How do students learn English vocabulary independently? 2. How do teachers instruct students to learn English vocabulary independently and carry out supplementary teaching? 3. What are students'and teachers' opinions on the teaching method of vocabulary independently? 4. What is the current situation of English vocabulary autonomous learning in Hohhot? Firstly, most students consciously learn vocabulary by themselves from three aspects: pronunciation, form and meaning. But not all students are sure that they can master vocabulary by self-learning. Secondly, teachers attach great importance to guiding students to understand and master the learning methods and Strategies of vocabulary self-learning. Thirdly, both students and teachers attach great importance to vocabulary learning and are willing to do so. Fourth, most teachers and students do not deny the importance of definite vocabulary in English teaching and learning. Independent learning of English vocabulary inevitably leads to the lack of students'knowledge of vocabulary system. Fifth, teachers' concepts of vocabulary teaching have changed greatly, from original knowledge inculcation to more emphasis on training. Sixth, autonomous learning of English vocabulary not only enables students to master vocabulary knowledge, but also cultivates students'autonomous learning ability. This ability is also conducive to autonomous learning in other disciplines. This view has been recognized by both teachers and students. This paper attempts to focus on teachers in junior middle schools at present. In the traditional vocabulary teaching environment, the author tries to study different student-centered English vocabulary autonomous learning methods. However, the author is limited by the actual situation and the ability to analyze data needs to be improved. Therefore, in this paper, the shortcomings are inevitable, and scholars are invited to explore further.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
[Abstract]:This paper will investigate the present situation of English vocabulary teaching in Hohhot No.3 Middle School. The autonomous learning of vocabulary is not entirely done by the students themselves, but by the vocabulary teaching method arranged and guided by the teachers. Most teachers require students to learn vocabulary independently before explaining the text. Therefore, teachers no longer explain vocabulary for a long time in class, but teachers still need to supervise and check students'vocabulary autonomy, so as to help students learn vocabulary related knowledge. As the basic part of English subject, students can learn English well only by learning vocabulary well. Under the new curriculum standard, students need to master more vocabulary and learn to use vocabulary better. Under this background, Hohhot No. 3 Middle School tries to reform English vocabulary teaching to further improve the teaching quality. This method has both advantages and disadvantages. The author hopes to investigate and study the vocabulary teaching mode of the school, which is mainly about students'autonomous learning, by means of questionnaires and interviews. Each questionnaire contains the basic information of the subjects and the formal questions of the questionnaire. In the questionnaire, the teacher mainly investigates how they perceive English vocabulary autonomy and how to supplement the students'autonomous learning. Finally 170 junior high school students and 14 junior high school English teachers participated in and returned the questionnaire effectively. The author input the data of the questionnaire into the computer and analyzed the data by SPSS18.0 software. The author interviewed 14 English teachers in Hohhot and 20 students randomly selected from 170 students who participated in the questionnaire. Combining the above two methods, this paper tries to answer the following questions: 1. How do students learn English vocabulary independently? 2. How do teachers instruct students to learn English vocabulary independently and carry out supplementary teaching? 3. What are students'and teachers' opinions on the teaching method of vocabulary independently? 4. What is the current situation of English vocabulary autonomous learning in Hohhot? Firstly, most students consciously learn vocabulary by themselves from three aspects: pronunciation, form and meaning. But not all students are sure that they can master vocabulary by self-learning. Secondly, teachers attach great importance to guiding students to understand and master the learning methods and Strategies of vocabulary self-learning. Thirdly, both students and teachers attach great importance to vocabulary learning and are willing to do so. Fourth, most teachers and students do not deny the importance of definite vocabulary in English teaching and learning. Independent learning of English vocabulary inevitably leads to the lack of students'knowledge of vocabulary system. Fifth, teachers' concepts of vocabulary teaching have changed greatly, from original knowledge inculcation to more emphasis on training. Sixth, autonomous learning of English vocabulary not only enables students to master vocabulary knowledge, but also cultivates students'autonomous learning ability. This ability is also conducive to autonomous learning in other disciplines. This view has been recognized by both teachers and students. This paper attempts to focus on teachers in junior middle schools at present. In the traditional vocabulary teaching environment, the author tries to study different student-centered English vocabulary autonomous learning methods. However, the author is limited by the actual situation and the ability to analyze data needs to be improved. Therefore, in this paper, the shortcomings are inevitable, and scholars are invited to explore further.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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