基于情感词分析的教学模式探究

发布时间：2018-05-03 02:24

本文选题：情感词 + 教学模式　；参考：《山西师范大学》2017年硕士论文

【摘要】：教育部颁发的《高中英语课程标准》对培养学生综合语言能力提出了新的要求。并且在听,说,读,写等方面给出了具体的标准要求。然而如今许多学校采用的传统教学方法,不仅不能满足新的课程标准的要求,其缺点也日益很明显:例如,忽视对学生学习兴趣的激发;缺乏对学生阅读策略和技能的指导;缺失精读训练等等。所有这些缺陷严重影响了学生的学习效果和英语水平的提高。为此,全国各地的教师和专家对教学模式的转型创新进行了探索,力图弥补传统教学的缺点。在本研究中,作者以国内外情感和情感词的特点为基础,结合实践教学经验,探索如何通过情感词分析的教学模式来提高学生阅读写作能力及激发学生阅读兴趣。该教学模式具体包括以下步骤:分组,分析,讨论,写作和复习,在实施期间,教师以情感词分析为基础来激励学生使用阅读技巧和策略来分析文章。这些技能和策略包括关联,预测,情感分析等。本研究的目的是探索和验证以下问题:1)基于情感词分析的教学模式是否能激发学生的阅读兴趣?2)基于情感词分析的教学模式能否提高学生的阅读能力?3)基于情感词分析的教学模式能否提高学生的写作能力?在研究过程中,笔者选择了高中二年级两个班的学生(二班和五班)作为研究对象。二班是实验班,笔者采用了基于情感词分析的教学模式。五班是对照班,笔者采用传统教学模式。在研究过程中,笔者首先利用从四个维度设计的调查问卷探索学生实验前后的变化。这四个维度分别是:兴趣和动机,阅读技巧和策略,写作能力,注意力和努力程度。然后通过使用测试题的前后测试,探索新的教学模式能否提高学生的阅读和写作成绩。在一个学期的实验研究之后,可以发现:首先,基于情感词分析的教学模式可以激发学生的阅读兴趣。在实验后,学生对自己的学习状态更加满意,越来越多的学生可以从阅读中感受到快乐。与此同时,英语学习的动机由外部动机向自我提高动机转化。二,基于情感词分析的教学模式可以提高学生的阅读能力。在掌握了联想,预测和情感分析等阅读技巧和策略后,学生对文章的理解更深入透彻。第三,基于情感词分析的教学模式对学生英语写作有积极的作用。学生在词汇使用的恰当性,文章结构的条理性和连贯性以及写作的生动和丰富性方面表现出极大改善。
[Abstract]:The English Curriculum Standard of Senior High School issued by the Ministry of Education puts forward new requirements for the cultivation of students' comprehensive language competence. And in listening, speaking, reading, writing and other aspects of the specific standard requirements. However, the traditional teaching methods used in many schools nowadays are not only unable to meet the requirements of the new curriculum standards, but their disadvantages are increasingly obvious: neglect of stimulating students' interest in learning, lack of guidance to students' reading strategies and skills, and lack of guidance on students' reading strategies and skills. Missing intensive reading training and so on. All these defects have seriously affected the students' learning effect and the improvement of their English level. Therefore, teachers and experts all over the country have explored the transformation and innovation of teaching mode and tried to make up for the shortcomings of traditional teaching. In this study, based on the characteristics of emotion and affective words at home and abroad, combined with practical teaching experience, the author explores how to improve students' reading and writing ability and stimulate students' reading interest through the teaching mode of affective word analysis. The teaching model includes the following steps: grouping, analyzing, discussing, writing and reviewing. During implementation, teachers use affective word analysis as the basis to motivate students to use reading skills and strategies to analyze articles. These skills and strategies include association, prediction, emotional analysis, etc. The purpose of this study is to explore and verify the following questions: 1) whether the teaching model based on affective word analysis can arouse students' reading interest 2) whether the teaching model based on affective word analysis can improve students' reading ability Can the teaching mode of word analysis improve students' writing ability? In the course of the study, the author chooses the students of two classes (Class two and Class five) in the second grade of senior high school as the object of study. Class two is the experimental class. The author adopts the teaching mode based on affective word analysis. Class five is the control class, the author adopts the traditional teaching mode. In the course of the research, the author first uses the questionnaire designed from four dimensions to explore the changes of students before and after the experiment. The four dimensions are: interest and motivation, reading skills and strategies, writing ability, attention and effort. Then, by using the test questions before and after the test, to explore whether the new teaching model can improve the students' reading and writing scores. After a semester of experimental research, it can be found that: first, the teaching model based on affective word analysis can stimulate students' interest in reading. After the experiment, students are more satisfied with their learning state, and more and more students can feel happy from reading. At the same time, the motivation of English learning changes from external motivation to self-improvement motivation. Second, the teaching mode based on affective word analysis can improve students' reading ability. After mastering reading skills and strategies, such as association, prediction and affective analysis, students have a deeper understanding of the article. Thirdly, the teaching model based on affective word analysis plays a positive role in English writing. Students have improved greatly in terms of the appropriateness of vocabulary use, the coherence and coherence of the structure of the essay, and the vividness and richness of writing.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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