在語言學習的過程中，詞匯一直是至關重要的一個部分。2011年國家教育部頒布的新課程標準規(guī)定：初中畢業(yè)生至少要掌握1500-1600個英語單詞《新課標對詞匯量要求的提高無疑給初中學生帶來了新的挑戰(zhàn)。然而，雖然中學生們也花費了大量的時間在詞匯學習上，但他們的學習成果卻并不盡人意。還有不少學生抱怨說詞匯學習對他們而言是一個非常艱難的任務。因此，探索和發(fā)現(xiàn)詞匯學習的策略來幫助學生提高詞匯學習的效果是國內(nèi)外學者和教宵家急需解決的問 本文的內(nèi)容主要包括：建構主義代表人物及其觀點，建構主義學習觀、知識觀以及教學觀，基于建構主義理論對新課程標準進行分析。通過比較筆者發(fā)現(xiàn)傳統(tǒng)詞匯教學存在種種不足之處。根據(jù)初中生詞匯學習的內(nèi)容，作者將重點放在了建構主義詞匯教學策略上，比如分類法、在語境中學習詞匯法、構詞聯(lián)想法、詞義聯(lián)想法、興趣激發(fā)法、交流活動法等等。 作者設計了三份問卷調(diào)查表來分別調(diào)查初中生對詞匯學習的態(tài)度以及他們在詞匯學習過程中會使用到的一些策略。另外作者還設計了教師調(diào)查問卷，目的是從教師的角度來解讀學生的詞匯學習情況以及課堂詞匯教學的現(xiàn)狀。通過調(diào)查問卷，我們發(fā)現(xiàn)學生詞匯學習能力薄弱的原因是他們沒有掌握...

【文章頁數(shù)】：73 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Contents
Chapter One Introduction
    1.1 Background of the Research
        1.1.1 Demands of the Developing Era
        1.1.2 Demands of the New Curriculum Reform
        1.1.3 Current Status of Vocabulary in Middle School in China
    1.2 Aim of the Study
    1.3 Significance of the Research
    1.4 The Framework of the Thesis
Chapter Two Literature Review
    2.1 Several Presentative Figures of Constructivism
    2.2 Constructivist Learning and Teaching Theories
        2.2.1 Constructivist View of Knowledge
        2.2.2 Constructivist View of Teaching
        2.2.3 Constructivist View of Learning
    2.3 Analysis of New Curriculum Standard from Constructivist Perspective
        2.3.1 The Optimization of Learning Styles
        2.3.2 The Advocacy of the Change of Teachers’ Roles
        2.3.3 New Notion of Assessment
    2.4 Current Studies on Vocabulary Learning and Teaching Abroad and at Home
        2.4.1 Current Studies Abroad
        2.4.2 Current Studies at Home
        2.4.3 Current Studies on Constructivist Vocabulary Learning and Teaching Strategies
Chapter Three A Survey of Vocabulary Learning and Teaching Strategies in Middle School
    3.1 Research Objectives
    3.2 Subject Description
    3.3 Instruments
    3.4 Research Procedures
    3.5 The Result of the Questionnaires for Students
        3.5.1 The Result of the Questionnaire I
        3.5.2 The Result of the Questionnaire II
        3.5.3 The Result of the Questionnaire III
    3.6 Summary
Chapter Four Constructivist Vocabulary Learning Strategies
    4.1 Traditional Methods of Vocabulary Learning and Teaching
    4.2 Constructivist Methods of Vocabulary Learning and Teaching
    4.3 Contents of Vocabulary Learning and Teaching
    4.4 Vocabulary Learning and Teaching Strategies Based on Constructivist Theories
        4.4.1 Interest Stimulating
        4.4.2 Word Grouping
        4.4.3 Context Creating
        4.4.4 Scientific Reviewing
        4.4.5 Word Building Association
        4.4.6 Word Meaning Association
        4.4.7 Dictionary Look-up
        4.4.8 Making Use of Multimedia
        4.4.9 Communicative Activities
    4.5 Some Improvement of These Strategies
    4.6 Summary
Chapter Five An Experimental Study
    5.1 Object of the Experiment
    5.2 Subject of the Experiment
    5.3 Teaching Procedures
        5.3.1 Teaching Procedures for CG
        5.3.2 Teaching Procedures for EG
    5.4 Analysis of the Pre-test
    5.5 Analysis of the Post-test
    5.6 Discussion
    5.7 Summary
Chapter Six Conclusion
    6.1 Findings of the Thesis
    6.2 Some Implications for both Teachers and Students
    6.3 Limitations of the Study
Bibliography
Appendix I
Appendix II
Appendix III
Appendix IV
Appendix V
Acknowledgements



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