基于支架式教学法的高中英语词汇教学研究

发布时间：2019-03-08 16:07

【摘要】：词汇是语言学习的基础,因此,词汇量的大小和词汇学习能力的高低直接影响着语言学习者的思维和交流。新时期,在经济全球化的影响下,我国对外语人才的能力提出了更高的要求。在这种情况下,提高学习者词汇学习的效率,进而提高学生整体的语言运用能力,已经成为了外语教学的主要挑战之一。然而,受传统行为主义教学观念的影响,教师教授词汇和学生学习词汇中过于依赖孤立讲解、机械记忆和背诵的现象依然普遍存在。近年来,一些学者将目光转向了强调学习者积极参与到学习过程中去学习新知识的建构主义学习观,并积极探索通过支架式教学法来改善词汇教学。然而,支架式教学法在高中英语词汇教学方面的应用研究还略显不足。鉴于此,本研究阐述了支架式教学法的理论基础,调查了高中师生英语词汇教学和学习的现状,探索了支架式教学法在高中英语词汇教学中的应用及效果。在这项研究中,作者采用了定量研究和定性研究相结合的研究方法。通过问卷对来自陕西省榆林中学的120名高二年级的学生以及20名该校英语教师进行了问卷调查。通过调查,笔者有以下几点发现：第一,大多数的教师采用了传统的词汇教学方法教授词汇,教授方法单一。第二,大部分学生缺乏词汇学习策略,词汇学习效率低下。第三,只有少部分学生有词汇学习策略意识,词汇学习能力较高。接下来,作者进行了一项教学实验,把支架式教学法应用到英语词汇教学中,然后通过对实验所得数据的分析,证明了相较于传统的词汇教学方法,支架式教学法是一种更有效的提高学生词汇学习能力的方法,并对学生合作能力的发展有着积极的影响。基于以上发现,笔者认为把支架式教学法应用到高中英语词汇教学中,并给学生以必要的支架帮助,不仅可以有效提高他们的词汇学习成绩,还可以提升他们的词汇学习能力。对此,作者还给出了一些词汇教学的建议。
[Abstract]:Vocabulary is the basis of language learning. Therefore, the size of vocabulary and the level of vocabulary learning ability directly affect the thinking and communication of language learners. In the new era, under the influence of economic globalization, our country has put forward higher requirements for the ability of foreign language talents. Under such circumstances, it has become one of the main challenges in foreign language teaching to improve the efficiency of learners' vocabulary learning and thus improve their overall language use ability. However, due to the influence of traditional behavioural teaching concepts, the phenomenon of mechanical memory and recitation is still common in teachers and students who rely too much on isolated explanation in vocabulary teaching and learning. In recent years, some scholars have turned their attention to constructivism, which emphasizes learners' active participation in the learning process to learn new knowledge, and actively explore ways to improve vocabulary teaching through scaffolding teaching. However, the application of scaffolding approach to English vocabulary teaching in senior high schools is still a little inadequate. In view of this, this study expounds the theoretical basis of scaffolding teaching method, investigates the current situation of English vocabulary teaching and learning between senior high school teachers and students, and explores the application and effect of scaffolding teaching method in senior high school English vocabulary teaching. In this study, the author adopts a combination of quantitative and qualitative research methods. A questionnaire survey was conducted on 120 sophomore students and 20 English teachers from Yulin Middle School in Shaanxi Province. Through the investigation, the author finds the following points: first, most teachers use the traditional vocabulary teaching method to teach vocabulary, and the teaching method is single. Second, most students lack vocabulary learning strategies and are inefficient in vocabulary learning. Third, only a small number of students have a sense of vocabulary learning strategy, vocabulary learning ability is higher. Next, the author carries on a teaching experiment, applies the scaffolding teaching method to English vocabulary teaching, and then through the analysis of the experimental data, proves that compared with the traditional vocabulary teaching method, Scaffolding teaching method is a more effective method to improve students' vocabulary learning ability and has a positive impact on the development of students' cooperative ability. Based on the above findings, the author believes that the application of scaffolding teaching method to senior high school English vocabulary teaching and the necessary support to students can not only improve their vocabulary learning performance, but also improve their vocabulary learning ability. The author also gives some suggestions for vocabulary teaching.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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