基于思维导图的小学英语词汇识记研究

发布时间：2018-04-03 17:50

本文选题：思维导图　切入点：小学英语　出处：《海南师范大学》2017年硕士论文

【摘要】：小学阶段是英语学习的启蒙阶段,是打好英语的基础和关键。词汇在英语中的重要性不言而喻,它是英语的基石,是学生听、说、读、写能力提高的前提。小学生以直观形象记忆为主,逻辑记忆为辅,如何根据学生的思维记忆特点设定有效的词汇记忆方式,有效地引导学生理解、记忆和使用英语词汇是英语教学过程中的一大挑战。思维导图的可视化特性、直观形象性能将概念之间的关系在记忆中直观呈现和反射性思考运用,效果突出。本文以信息加工层次理论、知识可视化理论和建构主义学习理论为指导,从理论上探索思维导图与英语词汇识记相结合的可行性,同时设计了五种英语词汇导图示例,通过实验验证思维导图在小学词汇识记教学中的积极作用。通过切实调查小学英语词汇学习状况,发现机械记忆是词汇识记困难的最大影响因素,故本文假设通过使用思维导图对词汇教学和学习以提高小学生英语词汇识记能力,展开实验。通过收集词汇默写前后测、单元听写成绩和问卷调查等数据进行SPSS22.0统计分析和描述性分析,数据分析结果有以下发现:第一,思维导图的学习方式对小学生识记英语词汇有积极的影响,即提高了小学生的英语词汇识记能力,主要是体现在词汇拼写的正确率、词汇量增多和对词汇记忆水平的提高;第二,思维导图能激起学生的词汇学习兴趣;第三,思维导图可作为一种学习策略,提高学生自主学习能力。思维导图在小学英语识记词汇教学中有重要的意义,一是丰富小学英语词汇教学的理论指导内涵,有效解释词汇识记的认知途径。二是增强词汇识记教学的理论价值,让词汇识记教学更加富有理论价值。三是可以进一步佐证思维导图对小学词汇学习的积极影响作用。从英语教师角度来看,在英语词汇教学中引入思维导图将促进英语词汇教学策略的发展和完善,使词汇教学法多样化。对于学生方面,思维导图的学习方式要求学生能有效地组织已有的知识经验,将其与新词汇结合、重新建构,从而形成自己的语言组块。
[Abstract]:The primary school stage is the enlightenment stage of English learning and the foundation and key of laying a good English.The importance of vocabulary in English is self-evident. It is the cornerstone of English and the prerequisite for students to improve their listening, speaking, reading and writing abilities.Primary school students take visual image memory as the main part, and logical memory as the auxiliary, how to set up effective vocabulary memory mode according to the students' thinking memory characteristics, so as to guide the students to understand effectively.Memorizing and using English vocabulary is a great challenge in English teaching.The visual characteristics of mind map and the performance of visual image make the relation between concepts in memory present intuitively and reflect thinking, and the effect is outstanding.Under the guidance of information processing hierarchy theory, knowledge visualization theory and constructivism learning theory, this paper explores theoretically the feasibility of combining thinking map with English vocabulary memorization, and designs five examples of English vocabulary mapping.To verify the positive role of thinking map in the teaching of vocabulary memorization in primary school.By investigating the situation of English vocabulary learning in primary schools, it is found that mechanical memory is the most important factor affecting vocabulary memorization difficulties. Therefore, this paper assumes that primary school students' English vocabulary memorizing ability can be improved by using thinking map to teach and learn vocabulary.The experiment was carried out.SPSS22.0 statistical analysis and descriptive analysis were carried out by collecting data such as vocabulary tacit test, unit dictation score and questionnaire survey. The results of the data analysis were as follows: first,The learning style of thinking map has a positive effect on the pupils' English vocabulary memorization, that is, it improves the pupils' English vocabulary memorizing ability, which is mainly reflected in the correct rate of spelling, the increase of vocabulary and the improvement of vocabulary memory level.Second, thinking map can arouse students' interest in vocabulary learning; third, thinking map can be used as a learning strategy to improve students' autonomous learning ability.Thinking map is of great significance in the vocabulary teaching of English memorization in primary schools. Firstly, it enriches the theoretical guidance connotation of English vocabulary teaching in primary schools and effectively explains the cognitive approaches of vocabulary memorization.Second, strengthen the theoretical value of vocabulary memorization teaching, make vocabulary memorization teaching more theoretical value.Third, it can further prove the positive effect of thinking map on vocabulary learning in primary school.From the perspective of English teachers, the introduction of thinking map in English vocabulary teaching will promote the development and improvement of English vocabulary teaching strategies and make vocabulary teaching methods diversified.For the students, the learning mode of thinking map requires students to organize their existing knowledge and experience effectively, combine it with new vocabulary, reconstruct it, and form their own language blocks.
【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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