思维导图在少数民族高中英语词汇教学中的应用

发布时间：2023-09-03 21:54

　　词汇是英语学习的基础,词汇量直接影响高中学生英语听、说、读、写能力。而英语词汇教学方法直接影响学生的词汇学习策略和词汇量。我国少数民族地区英语教育受到教学方法落后,学生基础薄弱等因素影响,英语词汇教学成效仍然有待提高。在高中英语教学中,多数学生缺乏有效英语词汇学习策略,词汇已成为他们学好英语的障碍。如何提升少数民族高中学生的词汇学习效果值得关注。思维导图作为一种学习策略和联想的工具,在激发学生好奇心、发展学生的想象力、提高学生的记忆力方面发挥着独特的作用。本研究探讨思维导图在少数民族高中英语词汇教学中的应用效果,主要回答以下两个问题:(1)思维导图对于少数民族高中生形成英语词汇学习策略有怎样的帮助?(2)思维导图在英语词汇教学中的应用对扩大少数民族高中学生的英语词汇量有何影响?本研究采用准实验、问卷调查、英语词汇测试和访谈等方法,对云南省昆明市云南民族中学高一两个班118名少数民族学生进行准实验研究。作者对两个实验班进行了前期问卷调查和前期词汇测试,并向两个实验班介绍了思维导图的概念和绘制以及相关的教学要求。经过两个月的思维导图词汇教学,作者对两个实验班进行后期问卷调查和词汇测试,并在...

【文章页数】：78 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research background
    1.2 Research purpose and significance
    1.3 Structure of the thesis
Chapter Two Literature Review
    2.1 Mind map and related studies at home or abroad
        2.1.1 The definition of mind map
        2.1.2 The characteristics of mind map
        2.1.3 The advantages of mind map
        2.1.4 Mapping of mind map
        2.1.5 Research on mind map at home and abroad
    2.2 Vocabulary teaching
        2.2.1 Definition of vocabulary
        2.2.2 Vocabulary teaching method
        2.2.3 Vocabulary teaching and learning strategy
    2.3 Research on mind map and vocabulary teaching
    2.4 Main theoretical foundations
        2.4.1 Schema theory
        2.4.2 Meaningful learning theory
        2.4.3 Knowledge visualization theory
Chapter Three Research methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 English vocabulary tests
        3.3.2 Questionnaire
        3.3.3 Interview outline
    3.4 Research procedures
        3.4.1 Conducting vocabulary pre-test and pre-questionnaires
        3.4.2 The implementing of the quasi-experiment
        3.4.3 Vocabulary post-test and post-questionnaires
        3.4.4 Conducting the interview
    3.5 Data collection and analysis
Chapter Four Results and Discussion
    4.1 Results of the impacts of mind map on the minority high school students’English vocabulary learning strategies
        4.1.1 The descriptive results of pre-questionnaires and post-questionnaires
        4.1.2 Comparison of the results in pre-questionnaires and post-questionnaires
        4.1.3 The results of interview
    4.2 The impact of mind map to English vocabulary teaching on enlarging theminority high school students’vocabulary size
        4.2.1 The results of pre-test
        4.2.2 The results of post-test
        4.2.3 Comparison of the results in pre-test and post-test
    4.3 Discussion
        4.3.1 The impacts of mind map on English vocabulary learning strategies
        4.3.2 The impacts of mind map on enlarging English vocabulary
Chapter Five Conclusion
    5.1 Major findings of the study
    5.2 Implications for using mind map in the minority high school
    5.3 Limitations of the study and suggestions for future research
    5.4 Pedagogical suggestions for the research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Publications



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