基于建构主义的互动模式在高中英语词汇教学中的应用研究

发布时间：2018-03-14 16:26

本文选题：互动模式　切入点：高中　出处：《渤海大学》2017年硕士论文　论文类型：学位论文

【摘要】：词汇是高中英语教学的基本部分和重要内容,现如今大部分高中英语课堂采用以教师为中心的词汇教学方式,即教师讲学生记。然而随着新课改的实施,寻求一套更加科学有效的词汇教学模式势在必行。基于建构主义的互动模式,是指在教师的引导和启发下,以学生为主体,通过师生、生生和人本互动,学生积极主动完成知识建构的教学模式。因此本文将研究视角放在互动模式在高中英语词汇教学中的应用上。基于以上研究背景,本研究提出三个问题:(1)基于建构主义的互动模式能否激发学生对词汇学习的兴趣?(2)基于建构主义的互动模式能否增加学生的词汇学习策略?(3)基于建构主义的互动模式能否更有效地提高学生的词汇成绩?实验采用对照班形式,高中一年级两个班的学生参加实验,实验为期三个月。实验班采取互动模式,控制班实施传统的词汇教学模式。问卷调查和访谈结果显示,在相同时长的教学后,实验班的学生对词汇学习产生了浓厚的兴趣,重视了词汇与英语学习的相关性,对词汇学习更加专注、自信和满意;并且相对于控制班,实验过后实验班同学在词汇学习策略方面有了一定的改进;实验班和控制班的后测对比结果表明,互动词汇教学模式提高了学生的词汇成绩,证实了该教学模式的有效性。以上研究结果希望能为高中的词汇教学拓宽一些教学思路和提供实践方面的参考。
[Abstract]:Vocabulary is the basic part and important content of English teaching in senior high school. Nowadays, most senior high school English classes use teacher-centered vocabulary teaching, that is, teachers speak students' notes. However, with the implementation of the new curriculum reform, It is imperative to seek a more scientific and effective lexical teaching mode. The interactive model based on constructivism means that under the guidance and inspiration of teachers, students are the main body, and through teachers and students, students and students interact with people. Students actively complete the teaching mode of knowledge construction. Therefore, this thesis focuses on the application of interactive model in senior high school English vocabulary teaching. This study raises three questions: 1) can the constructivist interaction model stimulate students' interest in vocabulary learning? Can the constructivist interaction model increase students' vocabulary learning strategies? (3) can the constructivist interaction model improve students' vocabulary achievement more effectively? The experiment was conducted in the form of a control class. The experiment lasted three months. The experimental class adopted the interactive mode and the control class implemented the traditional vocabulary teaching model. The results of the questionnaire survey and the interview showed that, After teaching for the same length of time, the students in the experimental class developed a strong interest in vocabulary learning, attached importance to the correlation between vocabulary and English learning, were more focused, confident and satisfied with vocabulary learning, and compared to the control class, After the experiment, the students in the experimental class have some improvement in vocabulary learning strategies, the results of post-test comparison between the experimental class and the control class show that the interactive vocabulary teaching model improves the students' vocabulary achievement. The results of the above study hope to broaden some teaching ideas and provide practical reference for senior high school vocabulary teaching.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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