“故事创作”对初中生英语词汇学习的影响研究—河南师范大学附属中学案例研究

发布时间：2018-04-25 18:18

  本文选题：故事创作 + 英语词汇策略　； 参考：《广西师范大学》2016年硕士论文

【摘要】：教育部最新颁布的新课标对初中毕业生的英语词汇能力提出了新的要求,其中的一项重要内容就是要理解和领悟词语的基本含义以及在特定语境中的意义,同时学会运用词汇描述事物、行为、特征和说明概念等。然而,经过问卷调查和初步的行为观察,我们发现当前中小型城市初中生的英语词汇学习能力不尽如人意,主要表现在他们普遍缺乏语境意识,因而严重影响了词汇学习和运用的效率。那么,如何强化他们的语境意识进而有效地提高运用词汇的能力和效率呢?为此,本研究以河南师范大学附属中学初中部2014级的两个普通班级共计120名学生为实验对象,将“故事创作”作为英语词汇教学的主要模式,开展课堂行动研究。研究主要关注两个问题：(1)“故事创作”将使八年级学生英语词汇学习产生哪些变化?(2)“故事创作”将对八年级学生英语词汇学习的态度和理念产生哪些影响?本研究采用学习日志和反思日志等形式,重点跟踪故事创作过程中学生的英语词汇学习策略、语境意识以及词汇学习态度和理念的变化。学生进行“故事创作”的途径主要有两种：基于英语课标词汇的原创故事和基于书本内容的改写故事。四个月的课堂行动研究数据显示：(1)学生的英语词汇学习策略得以丰富,尤其是与故事体裁语境相关的“思维导图、联想、映像、借助语境推断、理解生词的含义”等策略;(2)学生的“英语词汇学习观”得以重构,意识到兴趣、自信、运用是最好的老师；(3)学生把握常用连接词的能力得以提升,逻辑性思维、反思性思维和创新性思维能力得以强化。本研究侧重于应用层面的英语词汇学习,理解层面的英语词汇学习将成为后续的研究重点。
[Abstract]:The new curriculum standard issued by the Ministry of Education has put forward new requirements for the English vocabulary ability of junior high school graduates. One of the important contents is to understand and comprehend the basic meaning of words and their meanings in a specific context. At the same time learn to use vocabulary to describe things, behavior, characteristics and illustrative concepts, etc. However, through questionnaires and preliminary behavioral observations, we find that the present English vocabulary learning ability of junior high school students in small and medium-sized cities is unsatisfactory, mainly because of their general lack of contextual awareness. As a result, the efficiency of vocabulary learning and application is seriously affected. So, how to strengthen their sense of context and effectively improve their ability and efficiency in the use of vocabulary? Therefore, the present study takes 120 students in two ordinary classes of Grade 2014 of junior middle school affiliated to Henan normal University as the experimental object, taking "story creation" as the main mode of English vocabulary teaching, and carries out classroom action research. The study focuses on two questions: (1) what changes will "story creation" bring to the eighth graders' English vocabulary learning? (2) what influence will "story creation" have on the attitude and concept of English vocabulary learning among the eighth graders? In this study, learning logs and introspection logs are used to track the changes of students' English vocabulary learning strategies, contextual awareness, vocabulary learning attitudes and concepts in the process of story creation. There are two main ways for students to create stories: original stories based on English syllabus vocabulary and rewriting stories based on book content. Data from a four-month classroom action study show that students' English vocabulary learning strategies are enriched, especially the "mind map, association, image, and contextual inference" related to the context of the story genre. Understanding the meaning of new words and other strategies 2) the students'"outlook on English vocabulary learning" can be reconstructed to realize that interest, self-confidence and application are the best teachers to improve students' ability to grasp common connectors and to think logically. Reflective thinking and innovative thinking ability can be strengthened. This study focuses on English vocabulary learning at the applied level.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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本文编号：1802425