支架式教学法在农村高中英语词汇教学中的应用

发布时间：2018-02-23 22:43

本文关键词： 支架式教学法最近发展区英语词汇教学农村高中　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：英语作为国际上应用最广泛的语言,受到很多非英语国家的重视,中国也不例外。在中国中学英语教学中,笔者认为,单词的掌握为英语学习的提高起了很大的作用。但调查发现,就目前中国农村高中英语教学现状而言,填鸭式的教学使学生在单词的记忆,词汇的应用上仍然存在许多不足。为使农村高中英语词汇教学有一个有效的教学方法,笔者将支架式教学法运用到英语词汇教学中,旨在帮助教师和学生在词汇教学中达到良好的效果。研究的结果不仅要帮助教师在词汇教学中找到有效的方法,同时通过这种方法使学生不仅能够找到更好的记忆单词的方法,而且能够提高他们应用词汇的能力。本篇论文回顾了支架式教学法的发展史,从其发展来看,建构主义和维果茨基的最近发展区是该教学法的理论基础。以学生为中心是建构主义者着重强调的,他们认为,教学的主体是学生而不是教师。因此,学生才是意义的主动建构者。那么教师在教学中就要充分发挥学生的主体作用。建构主义还强调情境教学及协作学习,要求教师在教学中引入真实的情境并让学生通过合作学习完成相应的内容。维果茨基在他的最近发展区中这样写到,合作活动和社会活动是学习与发展中不可缺少的一部分,它们不可能被老师教给学生,而是让学生通过自己的认知对其有自己的理解。在这个过程中,教师只是发挥了促进者和帮助者的作用,在这种促进和帮助下,教师可以指导、激励、帮助学生全面发展。同时,本文也回顾了支架式教学法在国内外运用于英语词汇教学中的研究以及中国农村高中英语词汇教学的现状。一系列的调查研究表明,支架式教学法在高中英语词汇教学中的应用是可行的。本研究由两部分组成,第一部分课堂实验。笔者利用三个月的实习时间做了该实验。在高二的班级里选择两个班参与本实验,一个作为实验组,一个作为对照组,而支架式教学法只应用于实验组,对照组则采用老师平时的教学方法。三个月的实验后,通过学生前后测成绩的比较,论证支架式教学法在提高学生英语词汇记忆及运用上是否有效。第二部分是通过问卷调查来统计学生对于支架式教学法的态度和学习策略的改变。通过实验结果以及数据的收集和分析显示,支架式教学法对学生单词的学习是有效的,而这样的效果通过实验班后测成绩体现了出来。后测成绩显示,在英语词汇教学中使用支架式教学后,学生不仅在记忆单词方面有进步,而且他们对单词的运用能力也有大大的提高。实验中的大部分学生也对该教学法持积极的态度,并对词汇学习策略有积极的想法。
[Abstract]:As the most widely used language in the world, English is valued by many non-English speaking countries, and China is no exception. Mastering words plays an important role in improving English learning. However, the survey found that, as far as the present situation of English teaching in senior high schools in rural China is concerned, spoon-feeding teaching enables students to memorize the words. There are still many shortcomings in the application of vocabulary. In order to have an effective teaching method for English vocabulary teaching in rural senior high schools, the author applies the scaffold teaching method to English vocabulary teaching. The purpose of this study is to help teachers and students achieve good results in vocabulary teaching. The results of the study not only help teachers find effective methods in vocabulary teaching, but also enable students not only to find better ways to memorize words. Moreover, it can improve their ability to use vocabulary. This paper reviews the history of scaffolding teaching, and from its development, Constructivism and the recent development of Vygotsky are the theoretical basis of the teaching method. Student-centered is the emphasis of constructionists, who believe that the main body of teaching is the student, not the teacher. Students are the active constructors of meaning. Then teachers should give full play to the main role of students in teaching. Constructivism also emphasizes situational teaching and cooperative learning. Teachers are required to introduce real situations into teaching and to allow students to complete the corresponding content through cooperative learning. Vygotsky wrote in his recent Development Zone that cooperative activities and social activities are an indispensable part of learning and development. They can't be taught by the teacher, but let the student have their own understanding of it through their own cognition. In this process, the teacher only plays the role of facilitator and helper, and under this kind of promotion and help, the teacher can guide. At the same time, this paper also reviews the research on the application of scaffolding teaching method in English vocabulary teaching at home and abroad and the present situation of English vocabulary teaching in senior high schools in rural China. The application of scaffolding teaching method in English vocabulary teaching in senior high school is feasible. The first part of the classroom experiment. The author used three months of practical time to do the experiment. In the second year of senior high school, two classes were selected to participate in the experiment, one as the experimental group, one as the control group, while the scaffold teaching method was only used in the experimental group. In the control group, the teacher's usual teaching method was used. After three months' experiment, the students' scores were compared before and after the test. The second part is to analyze the students' attitude and learning strategies by questionnaire survey. The results of the experiment are as follows: (1) the experiment results show that the scaffolding teaching method is effective in improving students' English vocabulary memory and application. The second part is to analyze the students' attitude and learning strategies through questionnaire. And data collection and analysis, The scaffolding teaching method is effective for students' vocabulary learning, and this effect is reflected by the post-test results of the experimental class. The post-test results show that, after the use of scaffolding teaching in English vocabulary teaching, Students not only make progress in memorizing words, but also improve their ability to use words. Most of the students in the experiment also have a positive attitude towards the teaching method and have positive thoughts on vocabulary learning strategies.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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