元认知策略在高中英语词汇教学中的应用研究

发布时间：2018-05-21 11:24

本文选题：元认知策略 + 高中英语教学　；参考：《黄冈师范学院》2017年硕士论文

【摘要】：词汇学习是高中生英语学习过程的关键也是英语学习的必要前提。词汇使学生能够进行听、说、读、写的学习和实践。英语教学是否成功关键在于能否解决词汇的学习问题。词汇学习主要取决于学生的自主学习能力,而词汇教学法也很重要。教师用了大量的时间来教给学生词汇,但由于缺乏有效的教学效果,词汇教学收效甚微。他们让学生记住一大堆支离破碎的单词和句子,并在词汇教学中的主要和次要的问题没有区别,这必然给学生带来沉重的负担和压力,使他们觉得词汇学习很复杂从而感到不知所措。结果,学生逐渐对词汇的学习不感冒。在英语词汇教学中,依据策略和理论进行教学的老师少之又少。对于学生来说,学习英语的难点是学习和掌握词汇的方法。元认知策略是一种培养学生自学能力的学习策略,它主要引导学生设计自己的学习过程,对自己学习过程进行适当的调整,最终帮助学生对学习效果进行评价。元认知策略对于英语课堂教学的改革起着重要的作用。本文旨在探讨元认知策略在高中英语词汇教学中的作用以及词汇对英语学习的重要性。以黄冈市黄州区一中的高中一年级的两个班为实验的研究对象,两个班的授课教师为同一个人。在3班进行传统的词汇教学模式,6班第一步先进行元认知策略的学习,第二步是在词汇学习和教学的过程中,融入元认知策略。实验前后对两个班进行词汇水平测试,并对数据进行统计学分析。1)6班学生实验后词汇水平要高于3班2)元认知策略培训后,6班学生自主学习词汇的能力得到提高。3)提高词汇水平能提高英语的综合能力。结果表明,元认知策略在高中英语词汇教学中的应用是有作用的,还能促进学生的自主学习能力。总而言之,基于元认知策略的词汇学习具有有效性和可行性。元认知策略的词汇学习与传统词汇学习方法更具有优越性。本研究亦能够启发教师转变教学理念以促进学生的词汇学习。
[Abstract]:Vocabulary learning is the key to the process of senior high school students' English learning and the necessary premise of English learning. Vocabulary enables students to learn and practice listening, speaking, reading and writing. The key to the success of English teaching is to solve the problem of vocabulary learning. Vocabulary learning mainly depends on students' autonomous learning ability, and vocabulary teaching method is also very important. Teachers spend a lot of time teaching students vocabulary, but because of the lack of effective teaching effect, vocabulary teaching has little effect. They make students remember a lot of broken words and sentences, and there is no difference between the main and secondary problems in vocabulary teaching, which is bound to put a heavy burden and pressure on students. They feel at a loss as to how to learn vocabulary. As a result, students are becoming less interested in vocabulary learning. In English vocabulary teaching, few teachers teach according to strategies and theories. For students, the difficulty in learning English is the method of learning and mastering vocabulary. Metacognitive strategy is a learning strategy to cultivate students' self-study ability. It mainly guides students to design their own learning process, adjust their learning process appropriately, and finally help students to evaluate the learning effect. Metacognitive strategies play an important role in the reform of English classroom teaching. This paper aims to explore the role of metacognitive strategies in high school English vocabulary teaching and the importance of vocabulary in English learning. Taking two classes in the first grade of high school in Huanggang district as the experimental object, the teaching teachers of the two classes are the same person. In class 3, the traditional vocabulary teaching model is used in the first step of metacognitive strategy learning, and the second step is to integrate metacognitive strategies into vocabulary learning and teaching. The vocabulary level of the two classes was tested before and after the experiment. After the experiment, the vocabulary level of the students in class 1 / 6 was higher than that in class 2) after the metacognitive strategy training, the ability of students in class 6 to learn vocabulary autonomously was improved. 3) improving the level of vocabulary could improve the comprehensive ability of English. The results show that the application of metacognitive strategies in English vocabulary teaching in senior high school is effective and can promote students' autonomous learning ability. In a word, metacognitive strategy based vocabulary learning is effective and feasible. Metacognitive strategies and traditional vocabulary learning methods have more advantages. This study can also inspire teachers to change their teaching ideas to promote students' vocabulary learning.
【学位授予单位】：黄冈师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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