游戏在农村小学英语词汇教学中的应用研究

发布时间：2021-02-12 09:31

　　《义务教育英语课程标准（2011年版）》对小学生的词汇学习提出了具体的要求。明确要求在小学毕业时要达到二级标准:知道单词是由字母构成的,要根据单词的音、形、意来学习词汇,学习有关本级话题范围的600-700个单词和50个左右的习惯用语,并能初步应用400个左右的单词表达二级规定的相应话题。因此,不难看出词汇在小学英语学习过程中的重要性。学生天性爱玩,游戏则是在课堂上吸引学生注意力的最佳方法。于是,笔者尝试在词汇教学过程中引入生动有趣的游戏,鼓励学生参与到游戏过程中来,逐渐提高词汇学习的兴趣,将玩游戏与学单词有机的结合起来,最终强化对词汇的掌握程度。本文要解决的研究问题如下:1.在农村小学英语词汇教学中使用游戏教学后,实验班的学生是否比对照班的学生对词汇学习更加感兴趣了?2.在英语词汇教学中使用游戏能否强化学生对词汇的记忆和保持?为了准确把握游戏在小学英语词汇教学中的效果,本文以输入假说理论、信息加工理论、以及多元智能理论为理论基础,以兰州市榆中县的一所农村小学----榆中县兴隆小学四年级的两个平行班为实验对象,前测证明,两个班没有显著性差异,于是笔者随机确定了实验班和控制班。在为期一学... 

【文章来源】：西北师范大学甘肃省

【文章页数】：118 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of Research
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1. Game
        2.1.1 Definition of Game
        2.1.2 Classification of Game
        2.1.3 The Advantages and Disadvantages of Using Games in Vocabulary Teaching
    2.2 Studies on Using Games in Primary Vocabulary Teaching
        2.2.1 Studies on Using Games in Primary Vocabulary Teaching Abroad
        2.2.2 Studies on Using Games in Primary Vocabulary Teaching at Home
    2.3 Summary
Chapter Three Theoretical Framework
    3.1 Krashen's Input Hypothesis
    3.2 Information Processing Theory
    3.3 Theory of Multiple Intelligence
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Instruments
        4.3.1 Questionnaires
        4.3.2 Tests
        4.3.3 Interview
    4.4 Research Procedure
        4.4.1 Preparation Stage
        4.4.2 Experimental Stage
        4.4.3 The Post-experimental Stage
    4.5 Data Collection and Analysis
Chapter Five Results and Discussions
    5.1 Results and Discussions of Students' Interest towards Vocabulary Learning
        5.1.1 Results and Discussions of Students' Interest towards Vocabulary Learning before theExperiment
        5.1.2 Results and Discussions of Students’Interest towards Vocabulary Learning after theExperiment
    5.2 Results and Discussions of the Effectiveness of Game Teaching and Traditional TeachingMethod
        5.2.1 Results and Discussions of the Scores of EC and CC in Pre-test
        5.2.2 Results and Discussions of Scores of EC and CC in Six ImmediateTests
        5.2.3 Results and Discussions of Delayed Test
        5.2.4 Results and Discussions of Students' Improvements on Vocabulary Learning
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations of the Research
References
Appendix Ⅰ The Pre-questionnaire
Appendix Ⅱ The Post-questionnaire
Appendix Ⅲ Pre-test Paper
Appendix Ⅳ Immediate Test Papers
Appendix Ⅴ Delayed Test Paper
Appendix Ⅵ Teaching Plans for Experimental Class
Appendix Ⅶ Teaching Plans for Control Class
Appendix Ⅷ Target Vocabulary of Each Unit
Acknowledgements



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