思维导图在高中英语词汇教学中的实验研究
发布时间：2023-04-19 05:24
词汇是学习一门语言的基础。教育部2017年颁布的《普通高中英语课程标准》关于词汇教学明确指出:词汇学习不是单纯的词语记忆,也不是独立的词语操练,而是结合具体主题,在特定语境下开展的综合性语言实践活动。在学生词汇学习过程中,教师可以根据主题,引导学生使用思维导图梳理词汇。本文基于托尼·巴赞的思维导图以及知识可视化理论,激活扩散模型和记忆加工激活理论,将其运用到词汇教学中,旨在研究以下两个问题:1.思维导图教学模式是否对高二年级学生的英语词汇学习状态产生影响?2.思维导图教学模式是否能提高高二学生英语词汇学习成绩?本研究通过问卷测试与词汇测试的方式,对伊宁市第一中学高二年级两个平行班的86名学生进行了为期12周的实验研究。其中实验班采用思维导图词汇教学模式,对照班采用常规词汇教学模式。研究发现,思维导图教学模式对高二年级学生的词汇学习状态产生了积极影响,具体表现在英语词汇学习识记内容,心理倾向以及个人词汇学习实践三个方面。与此同时,高二年级学生在使用思维导图词汇教学模式后,英语词汇成绩也有所提高。通过此实验,可得出思维导图教学模式有利于学生们建立已知与未知词汇间的联系,并且研究者提供了一个...
【文章页数】：56 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
1. Introduction
1.1 Background of the Research
1.2 Significance of the Research
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 Structure of the Thesis
2. Literature Review
2.1 Definitions
2.1.1 Definition of Mind Mapping
2.1.2 Definition of Vocabulary
2.2 Theoretical Basis
2.2.1 Knowledge Visualization Theory
2.2.2 Spreading Activation Model
2.2.3 Level of Memory Processing Theory
2.3 Previous Studies
2.3.1 Previous Studies Abroad
2.3.2 Previous Studies at Home
3. Research Design
3.1 Research Aims
3.2 Research Questions
3.3 Participants
3.4 Research Instruments
3.4.1 Questionnaire
3.4.2 Test Paper
3.5 Research Procedures
3.5.1 Distribution of Pre-questionnaires
3.5.2 Conduction of Pre-testing
3.5.3 Conduction of Experiment
3.5.4 Conduction of Post-questionnaires
3.5.5 Conduction of Post-test
3.6 Data Analysis
4. Results and Discussion
4.1 The Variation of Students' Status in Vocabulary Learning
4.1.1 Memorization Content of English Words
4.1.2 Psychological Orientation
4.1.3 Personal Experience
4.2 The Effect on Vocabulary Learning Achievements
4.3 Summary
5. Conclusion
5.1 Major Findings
5.2 Implications of the Study
5.3 Limitations of the Study
5.4 Suggestions for the Further Study
References
Appendix Ⅰ Questionnaire on Student's Vocabulary Learning Status
Appendix Ⅱ Pre-test Paper
Appendix Ⅲ Post-test Paper
Appendix Ⅳ Scores of Test Papers
作者简介
伊犁师范大学硕士研究生学位论文导师评阅表
本文编号：3793802
【文章页数】：56 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
1. Introduction
1.1 Background of the Research
1.2 Significance of the Research
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 Structure of the Thesis
2. Literature Review
2.1 Definitions
2.1.1 Definition of Mind Mapping
2.1.2 Definition of Vocabulary
2.2 Theoretical Basis
2.2.1 Knowledge Visualization Theory
2.2.2 Spreading Activation Model
2.2.3 Level of Memory Processing Theory
2.3 Previous Studies
2.3.1 Previous Studies Abroad
2.3.2 Previous Studies at Home
3. Research Design
3.1 Research Aims
3.2 Research Questions
3.3 Participants
3.4 Research Instruments
3.4.1 Questionnaire
3.4.2 Test Paper
3.5 Research Procedures
3.5.1 Distribution of Pre-questionnaires
3.5.2 Conduction of Pre-testing
3.5.3 Conduction of Experiment
3.5.4 Conduction of Post-questionnaires
3.5.5 Conduction of Post-test
3.6 Data Analysis
4. Results and Discussion
4.1 The Variation of Students' Status in Vocabulary Learning
4.1.1 Memorization Content of English Words
4.1.2 Psychological Orientation
4.1.3 Personal Experience
4.2 The Effect on Vocabulary Learning Achievements
4.3 Summary
5. Conclusion
5.1 Major Findings
5.2 Implications of the Study
5.3 Limitations of the Study
5.4 Suggestions for the Further Study
References
Appendix Ⅰ Questionnaire on Student's Vocabulary Learning Status
Appendix Ⅱ Pre-test Paper
Appendix Ⅲ Post-test Paper
Appendix Ⅳ Scores of Test Papers
作者简介
伊犁师范大学硕士研究生学位论文导师评阅表
本文编号：3793802
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