体验式教学理念下的初中英语词汇教学应用研究

发布时间：2018-07-07 17:05

本文选题：词汇 + 体验式教学　；参考：《闽南师范大学》2016年硕士论文

【摘要】：随着经济的发展,英语作为国际性语言的地位更加突显。一门语言的输入与输出无外乎听、说、读、写几种形式,但无论何种形式,都是以对词汇的掌握程度为基础。词汇是英语知识的重要内容,也是英语技能发展的重要基础。因此,词汇教学是初中英语教学中重要组成部分。然而,笔者通过大量文献查阅及问卷调查后发现,英语词汇教学的现状还存在着诸多问题。本文旨在帮助提高学生词汇习得能力与兴趣,将体验式教学应用于英语词汇教学中。体验式教学理念强调的是学生主动参与到活动中,通过体验使得情感与实际操作能力得到提升以此来建构他们的知识体系。体验式教学理念趋向于将学生带入到情境中来完成整个教学活动。这两点将使得学生与教师在课堂上关系变得奇妙。将体验式教学与词汇教学相结合是值得探寻的方向。体验式教学应用于词汇教学上是否能有效地改变学生对词汇学习的态度?是否能提高学生词汇学习能力及兴趣?为了回答这些问题,笔者在现有对体验式教学的研究基础上,以福州市某校初二学生为研究对象,对其进行体验式教学应用于英语词汇教学上的应用研究。笔者在2015年3月份开始对这所中学初二年级水平相当的两个班级进行为期4个月的教学实验。笔者将这两个班级随机分为实验班和控制班,两个班级保证授课教师一样,授课时间一样,但采用不同的词汇教学方法。对于词汇教学,实验班采取的是体验式教学,控制班采取的是常规教学。而后笔者对实验前与实验后的问卷、词汇测试以及综合测试数据进行收集,整理与分析。基于对调查问卷和实验数据的收集与分析,得到以下结论:1.在初中英语词汇教学中,采用体验式词汇教学可以有效提高学习者词汇学习能力。2.学习者认为体验式教学可以有效提高词汇学习兴趣和改变词汇学习态度。
[Abstract]:With the development of economy, the status of English as an international language has become more prominent. The input and output of a language is nothing more than listening, speaking, reading and writing, but whatever form it is, it is based on the mastery of vocabulary. Vocabulary is not only an important part of English knowledge, but also an important basis for the development of English skills. Therefore, vocabulary teaching is an important part of junior high school English teaching. However, the author finds that there are still many problems in English vocabulary teaching. This paper aims to help students improve their ability and interest in vocabulary acquisition and apply experiential teaching to English vocabulary teaching. The idea of experiential teaching emphasizes the students' active participation in the activities and the construction of their knowledge system through the promotion of emotion and practical operation ability through experience. The concept of experiential teaching tends to bring students into the situation to complete the whole teaching activities. These two points will make the relationship between students and teachers wonderful in class. The combination of experiential teaching and vocabulary teaching is worth exploring. Can the application of experiential teaching to vocabulary teaching effectively change students' attitude towards vocabulary learning? Will it improve students' ability and interest in vocabulary learning? In order to answer these questions, on the basis of the existing research on experiential teaching, the author studies the application of experiential teaching to English vocabulary teaching by taking the second grade students of a school in Fuzhou as the research object. In March, 2015, the author began to carry out a four-month teaching experiment in two classes with the same level of grade two of junior high school in this middle school. The two classes are randomly divided into experimental class and control class. The two classes guarantee the same teaching time and the same teaching time, but adopt different vocabulary teaching methods. For vocabulary teaching, the experimental class adopts experiential teaching, while the control class adopts conventional teaching. Then the author collects, arranges and analyzes the data of questionnaire, vocabulary test and comprehensive test before and after the experiment. Based on the collection and analysis of the questionnaire and experimental data, the following conclusions are drawn: 1. In junior middle school English vocabulary teaching, experiential vocabulary teaching can effectively improve learners' vocabulary learning ability. Learners believe that experiential teaching can effectively increase interest in vocabulary learning and change vocabulary learning attitudes.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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