小学高年级英语单元复习中思维导图的应用研究

发布时间：2022-07-29 14:13

　　英语单元复习课的设计是让学生将本单元学过的知识概括性地整理和加深,应该是从部分到整体的过程。然而,因为应试要求、课时限制等原因,很多英语教师的复习课,已经成了老师和学生一起进行的“读背课”,重复地对学过的知识读、背、写,学生兴趣普遍不高,效率低下。而思维导图作为一种思维工具,有助于学习者将隐性知识显性化,将语言信息图像化,让学生建构起清晰的知识网络,将分散的知识归纳成既相互联系又相对独立的部分,有助于学生理解和记忆。笔者尝试将思维导图这种工具应用到单元复习课中,试图解决学生复习时兴趣低下、被动记忆、能力得不到提升的问题。笔者通过查阅以往研究发现,当前对于英语复习课的研究,大多集中于词汇复习课、对话复习课等具体类型的复习课,而缺少单元整体复习的研究。本研究将思维导图应用到单元整体复习之中,具体的研究问题有:1.思维导图应用于小学高年级英语单元复习课是否有助于提高学生的英语学业水平?2.思维导图应用于小学高年级英语单元复习课是否有助于提高学生的学习兴趣?笔者采用的研究工具有测试、问卷调查和访谈。本研究以笔者执教的两个六年级平行班为研究对象,一个为实验班,另一个为对照班,笔者对两个班分别采用... 

【文章页数】：80 页

【学位级别】：硕士

【文章目录】：
Abstract in English
Abstract in Chinese
Chapter1 Introduction
    1.1 Background of the Study
        1.1.1 The Requirements of the English Curriculum Standards
        1.1.2 Current Status of English Teaching in the Author’s School
    1.2 Purpose and Significance of the Study
        1.2.1 Purpose of the Study
        1.2.2 The Significance of the Study
    1.3 Structure of the Thesis
Chapter2 Literature Review
    2.1 Overview of Mind Map
        2.1.1 Definitions of Mind Map
        2.1.2 Characteristics of Mind Map
        2.1.3 Current Application of Mind Map
    2.2 Relevant Studies on the Application of Mind Map
        2.2.1 Researches on the Application of Mind Map in Education Abroad
        2.2.2 Domestic Researches on the Application of Mind Map in Education
Chapter3 Theoretical Basis
    3.1 Brain Science Theory
    3.2 Knowledge Visualization Theory
    3.3 Constructivism Theory
Chapter4 Methodology
    4.1 Research Questions
    4.2 Research Subjects
        4.2.1 Pre-test Data of the Subjects
        4.2.2 Analysis of the Pre-test Data of the Subjects
    4.3 Procedures
        4.3.1 Questionnaires
        4.3.2 Interview
        4.3.3 Experimental Research
            4.3.3.1 Experimental Procedure
            4.3.3.2 A Teaching Example to English Unit Review Class
Chapter5 Results and Discussion
    5.1 Comparison of Students’Learning Achievements Between EC and CC
        5.1.1 Post-test Data
        5.1.2 Analysis of the Post-test Data
    5.2 Comparison of the Students’Learning Interest Before and After the Experiment
        5.2.1 Statistics and Analysis of the Questionnaire Before Implementation
        5.2.2 Statistics and Analysis of the Questionnaire After Implementation
        5.2.3 Analysis of the Interview
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Implications
        6.2.1 Unit Mind Maps Drawn with Unit Theme
        6.2.2 Unit Mind Maps Drawn with Principal Grammar
        6.2.3 Unit Mind Maps Drawn with Character Relationships
        6.2.4 Unit Mind Maps Drawn with Structure of the Textbook
    6.3 Limitations of the Present Study
    6.4 Further Research Suggestions
References
Appendices
    Appendix Ⅰ Questionnaire Before Implementation
    Appendix Ⅱ Questionnaire After Implementation
    Appendix Ⅲ Student Interview
    Appendix Ⅳ Post-test Data of the Experimental Class
    Appendix Ⅴ Post-test Data of the Control Class
    Appendix Ⅵ Some Students’Works
Acknowledgements



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