中学词汇教学双优组合研究—元认知策略和思维导图
发布时间：2018-07-21 14:33
【摘要】： 英语语言的学习需要大量的词汇。近来国家提倡素质教育，教育中心由教转为学，目的为了培养学生的在校学习能力及以后的持续学习能力。教师面临着如何最有效地帮助学生储存并提取目标语单词的挑战。由于对于词汇之间的关系甚至有关这些概念的元知识相当匮乏，教师在英语严重两极分化面前困惑不解，束手无策，一次又一次的失败使学生一筹莫展，丧失信心。 二十世纪七十年代以来，二语习得和认知心理学领域中关于记忆策略的实验研究和对英语词汇学习产生了积极的影响。许多研究表明元认知策略和词汇学习具有正相关性。然而，对元认知策略的明确指导性和实际操作性针对中学生的研究却很少。鉴于此，本文欲论证元认知策略和思维导图在高中英语词汇学习中的优势。 思维导图(又称脑图)是脑神经科学，记忆学，心理学，语言学在英语领域创造性应用的最新科研成果。它利用人的左右脑协调原理，对英语单词进行合理拆分并借助电脑精美的动漫，，使每一个单词都变成音，形，意的完美统一体，从而帮助学习者实现快速记忆单词并不会遗忘的梦想(李刚，2006)。思维导图作为新生事物，尽管人们对此争议颇多，目前尚未在中学词汇教学中得以推广，但是作者认为值得尝试。因为效果比道理更重要。能高效记住单词的方法才是好方法。词汇记忆因人而异。如何尊重学生的个体差异并满足不同学生的不同学习需求，真正实现面向全体学生，为学生的终生发展奠定基础是中学英语教学的严峻课题。 为此，作者提供了一个在英语课堂实施策略培训的模式。该模式分五个步骤---准备，介绍，操练，评估，迁移。为了使论证真实有效，作者通过两方面收集数据资料，包括元认知策略问卷调查和英语词汇测试。参加元认知策略和脑图双优组合培训实验研究的是作者教授的跃华学校高一的两个平行班的100名学生。一班为实验组，另一班为参照组。实验数据来自他们培训前的元认知策略调查问卷和培训前后的词汇测试分数并经过SPSS数据分析。 对培训结果的分析研究显示，元认知策略和脑图双优组合培训对中国高中学生的词汇学习具有积极作用。在实验结果的基础上，作者对于词汇教学提出了一些建议，并介绍了自己在实际教学中的经验和方法。当然，在这一方面还需要更多的研究，如其它一些记忆策略的有效性等，有待外语工作者作出更多的努力。
[Abstract]:English language learning requires a lot of vocabulary. Recently, quality education has been advocated in our country, and the education center has changed from teaching to learning, in order to cultivate students' learning ability in school and continuing learning ability in the future. Teachers face the challenge of how best to help students store and extract target words. Due to the lack of meta knowledge about the relationship between words and even about these concepts, the teachers are puzzled and helpless in the face of the serious polarization of English. Again and again, the failure makes the students lose their confidence. Since the 1970s, experimental research on memory strategies in the field of second language acquisition and cognitive psychology has had a positive impact on English vocabulary learning. Many studies have shown that metacognitive strategies are positively correlated with vocabulary learning. However, there are few researches on metacognitive strategies. In view of this, this paper aims to demonstrate the advantages of metacognitive strategies and thinking maps in senior high school English vocabulary learning. Brain map (also called brain map) is the latest scientific achievement in the creative application of brain neuroscience, memory, psychology and linguistics in the field of English. It makes use of the principle of human's right and left brain coordination, reasonably split English words and makes every word become a perfect unity of sound, form and meaning with the help of computer exquisite animation. This helps learners realize their dream of remembering words quickly and not forgetting them (Li Gangzhang 2006). As a new thing, although there is a lot of controversy about it, it has not been popularized in the middle school vocabulary teaching, but the author thinks it is worth trying. Because effect is more important than reason. It's a good way to remember words efficiently. Vocabulary memory varies from person to person. How to respect the individual differences of students and meet the different learning needs of different students, to truly face all students and lay the foundation for the lifelong development of students is a severe subject of middle school English teaching. To this end, the author provides a strategy training model in English classroom. The model consists of five steps-preparation, introduction, practice, evaluation, and migration. In order to make the argument true and effective, the author collects data from two aspects, including Metacognitive Strategy questionnaire and English Vocabulary Test. The experimental study of metacognitive strategy and brain map combined training was carried out among 100 students in two parallel classes in the first year of high school in Yuehua School, which was taught by the author. One class was the experimental group and the other was the reference group. The experimental data were analyzed by SPSS data from pre-training metacognitive strategy questionnaire and vocabulary test scores before and after training. The analysis of training results shows that the combination of metacognitive strategy and brain map has a positive effect on Chinese senior high school students' vocabulary learning. On the basis of the experimental results, the author puts forward some suggestions for vocabulary teaching, and introduces his own experience and methods in practical teaching. Of course, more research is needed in this area, such as the effectiveness of other memory strategies.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G633.41
本文编号：2135833
[Abstract]:English language learning requires a lot of vocabulary. Recently, quality education has been advocated in our country, and the education center has changed from teaching to learning, in order to cultivate students' learning ability in school and continuing learning ability in the future. Teachers face the challenge of how best to help students store and extract target words. Due to the lack of meta knowledge about the relationship between words and even about these concepts, the teachers are puzzled and helpless in the face of the serious polarization of English. Again and again, the failure makes the students lose their confidence. Since the 1970s, experimental research on memory strategies in the field of second language acquisition and cognitive psychology has had a positive impact on English vocabulary learning. Many studies have shown that metacognitive strategies are positively correlated with vocabulary learning. However, there are few researches on metacognitive strategies. In view of this, this paper aims to demonstrate the advantages of metacognitive strategies and thinking maps in senior high school English vocabulary learning. Brain map (also called brain map) is the latest scientific achievement in the creative application of brain neuroscience, memory, psychology and linguistics in the field of English. It makes use of the principle of human's right and left brain coordination, reasonably split English words and makes every word become a perfect unity of sound, form and meaning with the help of computer exquisite animation. This helps learners realize their dream of remembering words quickly and not forgetting them (Li Gangzhang 2006). As a new thing, although there is a lot of controversy about it, it has not been popularized in the middle school vocabulary teaching, but the author thinks it is worth trying. Because effect is more important than reason. It's a good way to remember words efficiently. Vocabulary memory varies from person to person. How to respect the individual differences of students and meet the different learning needs of different students, to truly face all students and lay the foundation for the lifelong development of students is a severe subject of middle school English teaching. To this end, the author provides a strategy training model in English classroom. The model consists of five steps-preparation, introduction, practice, evaluation, and migration. In order to make the argument true and effective, the author collects data from two aspects, including Metacognitive Strategy questionnaire and English Vocabulary Test. The experimental study of metacognitive strategy and brain map combined training was carried out among 100 students in two parallel classes in the first year of high school in Yuehua School, which was taught by the author. One class was the experimental group and the other was the reference group. The experimental data were analyzed by SPSS data from pre-training metacognitive strategy questionnaire and vocabulary test scores before and after training. The analysis of training results shows that the combination of metacognitive strategy and brain map has a positive effect on Chinese senior high school students' vocabulary learning. On the basis of the experimental results, the author puts forward some suggestions for vocabulary teaching, and introduces his own experience and methods in practical teaching. Of course, more research is needed in this area, such as the effectiveness of other memory strategies.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G633.41
【引证文献】
相关硕士学位论文 前6条
1 张峭林;论思维导图在高中英语词汇教学中的应用[D];山东师范大学;2011年
2 刘晓宁;图文关系视角下的大学英语教学用思维导图研究[D];中国海洋大学;2009年
3 魏红霞;思维导图在英语单词教学中的应用研究[D];河南大学;2010年
4 张巧妹;思维导图在农村小学英语单词记忆指导中的应用研究[D];首都师范大学;2012年
5 崔贝贝;思维导图在高中英语写作教学中的应用[D];陕西师范大学;2012年
6 陈博丽;思维导图提高初中英语学困生词汇学习能力调查研究[D];东北师范大学;2012年
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