象形记忆法在初中英语词汇教学中的应用研究

发布时间：2018-10-08 12:19

【摘要】：改革开放后,英语变得日益重要,而作为英语语言知识的基础,词汇更是占着举足轻重的地位。虽然学者们已经对词汇教学做了很多研究,但实际上,其现状并不是很理想。一方面,教师缺乏对词汇教学重要性的认识;另一方面,学生没有有效的单词学习方法并且对词汇含义的理解不够深刻。因此,对于词汇教学而言,改善这种耗时低效的现象,探索出一种有效的方法是非常必要的。本文是关于象形记忆法在初中英语词汇教学中的应用研究。研究的主要问题有三个:第一,象形记忆法较通常的教学法而言是否能够提高初中生的英语词汇成绩?第二,象形记忆法对提高不同水平学生(高分组、低分组和中分组)的词汇学习成绩有无差异?第三,象形记忆法是否能够使学生对词汇学习产生兴趣?本研究采用的是量化分析法、质化归纳法和问卷调查法,研究工具包括词汇测试试卷和软件SPSS21.0。本文的研究对象是河北省邯郸市成安县第一中学初二年级的两个平行班,其中实验班采用的是象形记忆法,而控制班采用通常的词汇教学法。两个班都是笔者一人执教,所使用的教材都是义务教育教科书(人教版)八年级(下)。本文的研究结果为:第一,象形记忆法较通常的教学法而言可以提高初中生的词汇成绩;第二,象形记忆法更适合于中分组和低分组的学生,而对于高分组学生来说,他们的词汇成绩提高幅度不大;第三,象形记忆法在实际的教学中能够使学生对词汇学习产生兴趣。同时,本文还得出了一些启示。第一,象形记忆法应用在词汇教学中实现了理论与实践的统一,并且,作为一种讲授词汇的方法,它为词汇教学注入了新鲜的血液;第二,教师必须树立“终生学习”的理念,不断调整自己的教学方法和策略,同时,在使用象形记忆法时也要做好充分的课前准备;第三,学生必须认识到,学习是有方法可循的,英语单词的学习也可以变得生动而形象,只有注重自己的感悟、参与和体验才可以成为学习的主人。
[Abstract]:After the reform and opening up, English has become increasingly important, and as the basis of English language knowledge, vocabulary plays an important role. Although scholars have done a lot of research on vocabulary teaching, in fact, its present situation is not very ideal. On the one hand, teachers lack the understanding of the importance of vocabulary teaching; on the other hand, students have no effective methods of learning words and do not have a deep understanding of the meaning of vocabulary. Therefore, for vocabulary teaching, it is necessary to improve this time-consuming and inefficient phenomenon and explore an effective method. This paper is about the application of pictographic memory in English vocabulary teaching in junior high school. There are three main questions in the study: first, can pictographic memory improve the English vocabulary scores of junior high school students? Second, does the pictographic memory method improve the vocabulary learning performance of students at different levels (high score group, low group and middle group)? Third, can pictographic memory make students interested in vocabulary learning? Quantitative analysis, qualitative induction and questionnaire survey are used in this study. The research tools include vocabulary test papers and software SPSS21.0.. The research object of this paper is two parallel classes in Grade two of the first Middle School of Chengan County in Handan City Hebei Province. The experimental class adopts the pictographic memory method while the control class adopts the usual vocabulary teaching method. Both classes are taught by one person and the teaching materials are all compulsory education textbooks (education version) eighth grade (lower). The results of this study are as follows: first, the pictographic memory method can improve the vocabulary scores of junior high school students compared with the common teaching methods; second, the pictographic memory method is more suitable for the students with middle and low groups, but for the high score group students, Third, pictographic memory method can make students interested in vocabulary learning in practical teaching. At the same time, this paper also gives some enlightenment. First, the application of pictographic memory in vocabulary teaching has realized the unity of theory and practice, and, as a method of teaching vocabulary, it has injected fresh blood into vocabulary teaching; second, teachers must establish the concept of "lifelong learning". Constantly adjust their teaching methods and strategies, at the same time, when using the pictographic memory method to make adequate pre-class preparation; third, students must recognize that there are ways to learn, The study of English words can also become vivid and vivid, only by paying attention to their own feelings, participation and experience can they become the masters of learning.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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