發(fā)布時(shí)間：2021-09-25 10:22

　　思維導(dǎo)圖的概念是由享有世界盛譽(yù)的“記憶大師”東尼·巴贊先生在1974年《啟動(dòng)大腦》一書中提出來的。思維導(dǎo)圖是一種結(jié)合了詞匯、線條、顏色和圖像的可視化的發(fā)散型的學(xué)習(xí)策略和記憶工具。在中等職業(yè)院校,英語詞匯教學(xué)的效果非常不理想。雖然詞匯學(xué)習(xí)的最終目的是運(yùn)用,但是詞匯學(xué)習(xí)的基礎(chǔ)---記憶卻是大多數(shù)學(xué)生的問題。學(xué)生單詞記憶難,單詞儲(chǔ)備量少都成了制約老師們實(shí)施英語教學(xué)以及學(xué)生英語提高的障礙,分析其原因很大程度上是由于學(xué)生記憶英語詞匯方法不恰當(dāng),效果差。在這種情況下,筆者將思維導(dǎo)圖學(xué)習(xí)方法運(yùn)用到中等職業(yè)學(xué)校英語的詞匯學(xué)習(xí)中旨在豐富學(xué)生的詞匯學(xué)習(xí)策略和方法,提高學(xué)生學(xué)習(xí)、記憶詞匯的效率。筆者查閱相關(guān)的思維導(dǎo)圖文獻(xiàn)發(fā)現(xiàn)大多數(shù)的研究都集中在初中和高中學(xué)校,對(duì)中等職業(yè)學(xué)校的類似研究甚少,這也促使了筆者在中等職業(yè)院校實(shí)施思維導(dǎo)圖的詞匯研究。本研究以知識(shí)可視化理論、激活擴(kuò)散理論和信息加工層次理論為基礎(chǔ)從2017年9月1日至2018年的1月1日對(duì)山西省大同市幼兒師范學(xué)校二年級(jí)的兩個(gè)平行班進(jìn)行了實(shí)驗(yàn)研究。實(shí)驗(yàn)旨在驗(yàn)證學(xué)生們?cè)谶\(yùn)用了思維導(dǎo)圖的方法后是否有助于提高學(xué)生英語詞匯的學(xué)習(xí)效率,研究的問題包括:1.思維導(dǎo)圖是... 

【文章來源】：內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)

【文章頁數(shù)】：91 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
abstract
Chapter Ⅰ Introduction
    1.1Background of the Research
        1.1.1 Requirements of Vocational Education Development
        1.1.2 Students’ demand for learning method
        1.1.3 The Characteristics of English Vocabulary
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Framework of the Thesis
Chapter Ⅱ Literature Review
    2.1 Mind Mapping
        2.1.1 The Definition of Mind Mapping
        2.1.2 The Characteristics of the Mind Mapping
    2.2 English Vocabulary
        2.2.1 The Definition of English Vocabulary
        2.2.2 The Content of English Vocabulary Learning
    2.3 Mind Mapping of English Vocabulary
        2.3.1 The Definition of Mind Mapping of English Vocabulary
        2.3.2 The Characteristics of Mind Mapping of English Vocabulary
        2.3.3 The Kinds of Mind Mapping of English Vocabulary
        2.3.4 The Procedure of Drawing Mind Mapping of English Vocabulary
    2.4 The Researches on Mind Mapping abroad and at home
        2.4.1 The Researches on Mind Mapping abroad
        2.4.2 The Researches on Mind Mapping at home
        2.4.3 The Researches on Mind Mapping in English Teaching and English Vocabulary Teaching
    2.5 The Theoretical Basis
        2.5.1 knowledge Visualization Theory
        2.5.2 Spreading Activation Modals
        2.5.3 Cognitive Processing Hierarchy Theory
Chapter Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Questionnaires
        3.3.3 Interview
    3.4 Variables
    3.5 Implementation
        3.5.1 Implementation Preparation
        3.5.2 Implementation Procedures
    3.6 Teaching Procedures of Mind Mapping
    3.7 Teaching Sample
        3.7.1 Sample One
        3.7.2 Sample Two
Chapter Ⅳ Data analysis and Discussion
    4.1 Data Analysis of Tests
        4.1.1 Data Analysis of Pre-vocabulary test
        4.1.2 Data Analysis of Immediate Tests
        4.1.3 Data Analysis of Delay Tests
        4.1.4 Comparison of Immediate and Delay Tests
        4.1.5 Data Analysis of Post-vocabulary test
    4.2 Results of the Questionnaires
    4.3 Results of the Interview
Chapter Ⅴ Conclusion
    5.1 Major Findings
    5.2 Limitation of the Research
    5.3 Suggestions of the Research
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Acknowledgements



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