基于思维导图的高中英语词汇教学研究

发布时间：2018-10-16 20:28

【摘要】：学好语言的重中之重是词汇,对于高中英语学习者而言,词汇量小是制约其学好英语的最主要因素。然而,词汇课堂教学长期以来没有受到应有的重视,同时,新课标对高中学习者的词汇量有了新要求,对词汇的教学要求显著提高。基于此,笔者以思维导图在高中英语词汇教学中的运用为主线,旨在通过在实际词汇课堂上的应用,提高学生单词拼写的准确率及可使用单词的数量。本研究属于实证研究,实验进行了将近四个月。按照他们初中升高中的英语成绩,选择志丹县高一年级两个班的学习者作为研究对象。其中一个班为实验班43人,另一个班为控制班44人。实验班的同学采用思维导图学习,学生主要以绘制英语词汇导图为词汇学习策略;控制班采用其本来的词汇教学的方式。在实验前后,分别对实验班的学生进行问卷调查。通过对比两个班随机抽取的十次平时单词听写成绩,一次期末单词默写成绩,用spss17.0对所收集数据的进行分析,旨在验证思维导图能提高高中学习者英语词汇的记忆、提取和再现的数量。基于研究,本文得出以下几点结论:首先,实验检验了导图在促进高一学习者词汇记忆的有用性,主要体现在提升词汇拼写的精确率、提取和再现的个数两方面;其次,思维导图能改善学生英语词汇学习习惯,使他们对英语学习产生兴趣。对实验前后学生所做的调查问卷进行统计分析可以发现,学生对单词间的关系开始有意识地去思考,如根据词缀,一词多义,或一些单词的拼写特点进行记忆;再次,本实验也对导图的实际制作方法采取了细致解析。绘制词汇导图各具特色。学生的思想,计划与彼此不同,制作出来的导图也是风格迥异的。是以,教师不应按照固定的导图要领,凭他们有差异的思想模式给予引导;最后,实验过程中教师起主导作用。根据学生的特色,制定具体实用的规划,使用机动的教与学要领,完成预设的目标。
[Abstract]:Vocabulary is the most important thing to learn English well. For high school English learners, small vocabulary is the most important factor that restricts them to learn English well. However, vocabulary classroom teaching has not received due attention for a long time. At the same time, the new curriculum standard has new requirements for the vocabulary size of senior high school learners, and the requirements for vocabulary teaching have been improved significantly. Based on this, the author takes the application of thinking map in English vocabulary teaching in senior high school as the main line, aiming to improve the accuracy of spelling and the number of words that can be used by students through the application in practical vocabulary classroom. This research is an empirical study, the experiment has been carried out for nearly four months. According to their English achievement in junior middle school and senior high school, the learners of two classes in Zhidan county are selected as the research object. One class was 43 students in the experimental class and the other was 44 students in the control class. The students in the experimental class learn by thinking map, the students mainly take English vocabulary map as the vocabulary learning strategy, and the control class adopts its original vocabulary teaching method. Before and after the experiment, the students in the experimental class were investigated by questionnaire. By comparing the scores of dictation of ten words at ordinary times and the score of tacit writing of words at the end of each class, the data collected were analyzed with spss17.0. The purpose of this study was to verify that thinking map can improve the memory of English vocabulary in senior high school learners. Number of extraction and reproduction. Based on the research, this paper draws the following conclusions: first, the experiment tests the usefulness of map in promoting vocabulary memory of senior 1 learners, mainly in improving the accuracy rate of spelling and the number of words extracted and reproduced; secondly, Mind map can improve students' English vocabulary learning habits and make them interested in English learning. Through the statistical analysis of the questionnaire before and after the experiment, it can be found that the students begin to think consciously about the relationship between words, such as memorizing according to affix, polysemy, or the spelling characteristics of some words. This experiment also takes a detailed analysis of the actual mapping method. Drawing vocabulary maps has its own characteristics. The students' ideas, plans and plans are different from each other, and the maps produced are also very different in style. Therefore, teachers should not follow a fixed guiding principle, and guide them according to their different modes of thinking. Finally, teachers play a leading role in the process of experiment. According to the characteristics of students, make specific and practical planning, use flexible teaching and learning essentials, and achieve the preset goals.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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