基于意象图式的教学对高中生介词IN学习的影响

发布时间：2018-03-06 08:38

  本文选题：意象图式　切入点：介词IN　出处：《扬州大学》2016年硕士论文　论文类型：学位论文

【摘要】：作为功能词,介词是英语中不可或缺的词类之一,在英语语言结构中有着非常重要的地位。介词的搭配十分灵活、复杂,其语义也十分丰富,因此它成为了英语教学中的一个难点。传统的介词教学通常是将所学介词的语义一一列出,然后用例句加以解释,忽略了介词各义项之间的联系.这样的教学方法,往往导致学生的死记硬背,教学效果也不甚理想。意象图式以一种全新的角度解析了介词各个义项之间的内在联系,可以让我们从本源上理解词义,为介词教学提供了新的视角。笔者尝试将意象图式应用于高中英语介词教学并展开教学效果研究。本研究基于意象图式理论对以下三个问题展开实证研究：(1)基于意象图式的教学对高中生的介词IN学习水平有何影响?(2)基于意象图式的教学对高中生介词IN空间意义的学习水平有何影响?(3)基于意向图示的教学对高中生介词IN引申意义的学习水平有何影响?本研究主要采用定量和定性相结合的研究方法。定量研究主要包括试卷测试,定性研究主要是采取半结构化访谈的形式研究对象为濮阳市第三中学高二(8)班的60名学生和高二(10)班的60名学生,分别作为实验组和控制组。前测的结果表明这两个班的对介词的掌握情况没有明显的差别。实验组采用意象图式的介词教学,控制组采用传统介词教学,进行了为期四周的教学实验。实验结束后,对收集的数据运用SPSS软件20.0版进行了独立样本T检验和配对样本T检验。后测结束后在实验班抽取学生进行了访谈,访谈对象为实验班的6名学生,其中高中低分组各2名。本研究的主要发现：(1)在关于介词IN的后测测试上,实验组学生平均值为14.03,控制组生平均值为12.55,两者存在显著性差异(p=0.000),此外,实验组低水平学生均分提高了2.86,高水平学生提高了0.73。即基于意象图式的教学能够提高高中生英语介词IN的学习水平,尤其能促进低水平学生对介词IN的学习；(2)在关于介词IN空间意义的测试上,实验组学生后测平均分为7.20,前测平均分为7.02,成绩虽然有了提高但两者没有显著性差异(P=0.062),另外,实验组低水平学生均分降低了0.07,高水平学生均分仅仅提高了0.26。即基于意象图式的教学能够促进高中生对介词IN空间意义的学习,但效果不明显,对高低水平高中生的促进作用均不明显；(3)在关于介词IN引申意义的后测测试上,EG(M=6.83),CG(M=5.15),两组存在显著性差异(p=0.000)。另外,实验组低水平学生均分提高了2.93分,高水平学生均分提高了0.47分。即基于意象图式的教学能够显著促进高中生,尤其是低水平的高中生,对英语介词IN的引中意义的学习。本研究的主要教学启示是：(1)基于意象图式的教学在介词的引申意义学习上效果尤为显著；(2)老师应该注重培养学生的学习策略；(3)意象图式的应用为英语介词教学与学习提供了一个全新的视角。最后,本论文也存在一些不足。例如：本次研究只是对IN的个例研究,研究时间较短,受试数量较少等,因此本研究有待进一步完善。
[Abstract]:As function words, prepositions are indispensable in English lexical category, has a very important position in the English language structure. Preposition collocation is very flexible and complex, its meaning is very rich, so it becomes a difficult point in English teaching. The traditional teaching of the prepositions are usually learned by semantic prepositions then listed, with examples to explain, ignoring the preposition between each meaning. This kind of teaching methods, students often leads to rote learning, teaching effect is not ideal. The image schema in a new perspective of the relationship between the various meanings of the new words, can let us understand the meaning from the origin, to provide a new perspective for teaching. The author tries to preposition image schema used in the teaching of senior high school English Prepositions and effect of teaching. This study is based on the image schema theory to the following three questions. A empirical study: (1) based on the impact of image schema teaching high school students learning level of the preposition IN? (2) based on image schema teaching impact on the preposition IN spatial meaning of senior high school students' learning level? (3) based on image schema teaching impact on high school students IN ofinduction prepositions the significance of the learning level? This study mainly adopts quantitative and qualitative methods. Quantitative research mainly includes test, qualitative research is mainly take the form of semi-structured interview as the research object in Puyang city third middle school (8) 60 students and senior high school (10) class of 60 students in the class, as the experimental group and the control group. The test results show that these two classes of prepositions to grasp the situation there is no obvious difference. The experimental group used preposition teaching image schema, the control group used the traditional teaching of prepositions, for a period of four weeks of teaching 楠，

本文编号：1574096