自主学习理论在高中英语词汇教学中的应用研究

发布时间：2018-04-10 09:56

本文选题：自主学习理论　切入点：英语词汇学习策略　出处：《华中师范大学》2008年硕士论文

【摘要】： 近20年来,学习者自主一直是外语教学界的热门话题,当代认知心理学家指出,没有任何教学目标比“使学生成为独立的、自主的、高效的学习者”更重要。《全日制义务教育普通高级中学英语课程标准》中把“使学生形成有效的学习策略,发展自主学习的能力和合作精神”作为英语教学的主要目标之一。高中英语教学模式已开始由以教师为中心、单纯传授语言知识与技能转向以学生为中心,既传授一般的语言知识和技能,更注重培养语言运用能力和自主学习能力。语音、语法和词汇是构成语言的三大要素,其中词汇又是最为重要的因素,正如语言学家McCarthy(1980)指出的那样:“不管一个人的语法学得多好,不管他的语音多么动听,但是如果他没有足够的词汇来表达他的感情或理解对方的观点和想法,他就无法用这门语言和别人交流”。Harmer(1990)同样指出:“如果把语言结构比作语言的骨架,那么词汇为语言提供了重要的器官和血肉。"词汇也是英语学习的基础,对于英语学习者来说,词汇量的大小至关重要,词汇是制约英语学习的最重要的因素。中学英语词汇掌握程度及词汇学习方法的好坏,不仅影响中学阶段英语学习质量,而且直接影响以后的大学学习及自学的效果。然而目前英语词汇教学中存在两个薄弱环节:词汇教学处于被动状态,英语词汇教学缺乏足够的理论和令人信服的方法。本文作者想通过研究自主学习理论及英语词汇学习策略,在高中英语教学中建立一种确实可行的英语词汇自主学习模式,找到培养高中学生英语词汇自主学习能力的方法,改变学生英语词汇学习的观念和态度,教育学生学会学习并监控自己的学习,培养学生具有自主学习的能力,为他们的终身学习和可持续发展奠定坚实的基础。笔者根据该教学理念,在宜城三中选择了高三年级自己所带的两个平行班147个学生来做教学实验,三(11)班为实验班,采取词汇自主学习模式;三(12)为对照班,采取常规词汇教学模式。开始实验前,分别在两个班进行了词汇自主学习情况问卷调查和词汇知识水平测试。实验过程中,教师在实验班将词汇自主学习模式贯穿始终,培养学生学习策略并让其养成良好的学习习惯,学习过程中对自己学习进行自我监控和评估。实验后,再次对两个班进行词汇自主学习情况进行问卷调查和词汇知识水平测试,通过两次调查和测试的对比了解学生学习习惯、词汇能力的变化,并参照期末考试成绩了解学习习惯、词汇能力的变化和学习成绩的相关性。实验数据显示:词汇自主学习模式可以促进学生学习习惯的改变和词汇能力的提高,并最终提高英语学习成绩,对高中英语教学起着推动的作用。
[Abstract]:In the past 20 years, learner autonomy has been a hot topic in the field of foreign language teaching, modern cognitive psychologists pointed out that there is no teaching objectives than "to make students become independent, autonomous and efficient learners is more important. The full-time compulsory education in senior middle school English curriculum standards" in the "make students form effective learning strategies, the development of autonomous learning ability and cooperation spirit" as the main goal of English teaching has begun. High school English teaching mode from teacher centered to impart language knowledge and skills to the students as the center, not only teach the general language knowledge and skills, pay more attention to the cultivation of autonomous learning ability and the ability of using language.
Pronunciation, grammar and vocabulary are the three elements of language, vocabulary is one of the most important factors, just as McCarthy (1980) pointed out: "no matter how well a person learns grammar, no matter how beautiful his speech, but if he doesn't have enough vocabulary to express his feelings or to understand each other. Opinions and ideas, he will not be able to communicate with others in this language".Harmer (1990) also pointed out: "if the language structure as the skeleton of the language, then the vocabulary provides important organs and flesh of language." basic vocabulary is also learning English, for English learners, critical vocabulary size and vocabulary is the most important factor in learning English. Middle school English vocabulary proficiency and vocabulary learning methods will not only affect the middle school English teaching quality, but also directly affect the future The effect of college learning and self learning. However, there are two weak links in English Vocabulary Teaching: vocabulary teaching is in a passive state, and English vocabulary teaching lacks enough theoretical and convincing methods.
The author wants to research the theory of autonomous learning and English vocabulary learning strategies, establish a feasible vocabulary autonomous learning mode in high school English teaching, find a way to cultivate high school students' English autonomous learning ability, to change the concept and attitude of the students in learning English vocabulary, teaching the students how to learn and monitor their own learning, training the students have the ability of independent learning, and lay a solid foundation for their lifelong learning and sustainable development.
According to the teaching idea in Yicheng third choice grade yourself with two classes of 147 students to do the teaching experiment, three (11) class for the experimental class, take autonomous vocabulary learning mode; three (12) as the control class, taking conventional vocabulary teaching mode. Before the experiment, respectively two classes of vocabulary questionnaire and vocabulary level test of autonomous learning. During the experiment, the teachers in the experimental class vocabulary autonomous learning throughout, cultivating students' learning strategies and to develop good study habits, learning self monitoring and evaluation of their own learning process. After the experiment, again the vocabulary of the two classes of autonomous learning situation questionnaire and vocabulary level test, through two times of investigation and test contrast to understand students' learning habits, change of vocabulary ability, and according to the results of the final exams The relationship between learning habits, vocabulary competence and academic achievement is analyzed. The experimental data show that vocabulary autonomous learning mode can improve students' learning habits and improve their vocabulary ability, and ultimately improve their English achievement, and promote English Teaching in senior middle schools.

【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G633.41

【引证文献】