教育發(fā)展失衡問題在地區(qū)差異明顯,相對于發(fā)達的大城市的豐富的教育資源,基礎(chǔ)設(shè)施薄弱的鄉(xiāng)村中小學(xué)教育發(fā)展狀況落后主要表現(xiàn)在教育觀念和教育資源的落后。支架式教學(xué)雖然早就已經(jīng)被引入中國,但是對鄉(xiāng)村小學(xué)進行支架式教學(xué)的研究卻十分困乏,并且傳統(tǒng)的支架式教學(xué)缺乏有力的設(shè)備支撐,本次實驗將安排在教育基礎(chǔ)設(shè)施相對薄弱的農(nóng)村小學(xué)田疃小學(xué),最大限度的充分發(fā)揮現(xiàn)代化教育技術(shù)的支架作用以提升鄉(xiāng)村教學(xué)效果。本文的主要目的是利用計算機輔助支架式教學(xué)對農(nóng)村小學(xué)英語詞匯進行教學(xué),以解決農(nóng)村小學(xué)英語詞匯教學(xué)中的問題。本研究主要解決了以下三個研究問題:問題1:通過使用計算機輔助的支架式教學(xué)學(xué)生的學(xué)習自主性是否得到提高?問題2:在計算機輔助的支架式教學(xué)下,學(xué)生的詞匯學(xué)習策略有何變化?問題3:學(xué)生的詞匯水平在多大程度下發(fā)生了變化?本篇實證研究實驗在河北省灤州市響嘡街道田疃小學(xué)進行,從2019年9月2日開始,到2020年1月6日結(jié)束,共持續(xù)大約四個月,旨在調(diào)查計算機輔助式的支架式教學(xué)在農(nóng)村小學(xué)的應(yīng)用情況。本研究通過問卷、前、后測試和訪談來收集各種數(shù)據(jù)。最后,對本研究中收集到的定量數(shù)據(jù)和定性數(shù)據(jù)用SPSS數(shù)據(jù)分析軟件進行分析。數(shù)據(jù)... 

【文章來源】：渤海大學(xué)遼寧省

【文章頁數(shù)】：112 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
        1.1.1 The importance of vocabulary teaching
        1.1.2 Current situation of English education in rural primary schools
        1.1.3 The necessity of vocabulary teaching in rural primary schools
        1.1.4 Solutions to vocabulary problems
    1.2 The purpose of the study
    1.3 Significance of this study
    1.4 Structure of the thesis
Chapter Two Literature Review
    2.1 The introduction to scaffolding
        2.1.1The definition of scaffolding
        2.1.2 The development of scaffolding
        2.1.3 The features and types of scaffolding
        2.1.4 The role of scaffolding teaching
    2.2 CALL and Scaffolding
    2.3 The theoretical framework for this research project
        2.3.1 Learning from a sociocultural perspective（Sociocultural theory）
        2.3.2 The Zone of Proximal Development（ZPD）
        2.3.3 CALL and ZPD
    2.4 Previous research relevant to research questions
        2.4.1 Students’ vocabulary learning strategies（VLS）
        2.4.2 Student’ learner autonomy
        2.4.3 The application of computer assisted scaffolding
    2.5 Summary
Chapter Three Research Methodology and Methods
    3.1 Research Questions
    3.2 Research Design
    3.3 Experimental participants
    3.4 Research Methods
    3.5 Research Instruments
        3.5.1 Tests
        3.5.2 Questionnaire
        3.5.3 Interview
    3.6 Research Procedures
        3.6.1 Pilot Study
        3.6.2 Pre-questionnaire and Pre-test
        3.6.3 Experimental teaching
        3.6.4 Post-questionnaire and post-test on vocabulary
        3.6.5 Interview
    3.7 Data collection
    3.8 Summary
Chapter Four Results and Discussion
    4.1 Results and Discussion of Research Question 1
        4.1.1 Analysis and discussion of QuestionnaireⅠ
        4.1.2 Analysis of InterviewⅠ
    4.2 Results and Discussion of Research Question 2
        4.2.1 Analysis of Questionnaire Ⅱ
        4.2.2 Analysis and discussion of InterviewⅡ
    4.3 Results and Discussions of Research Question 3
        4.3.1 Results and Discussions of pre-test between EC and CC
        4.3.2 Results and analysis of post-test between EC and CC
        4.3.3 Analysis of pre-test and post-test in EC
        4.3.4 Analysis of pre-test and post-test in CC
        4.3.5 Analysis and discussion of Interview Ⅲ
    4.4 Summary of results
Chapter Five Conclusion
    5.1 Main Findings
        5.1.1 Main findings of Question 1
        5.1.2 Main findings of Question 2
        5.1.3 Main findings of Question 3
    5.2 Research Limitations
    5.3 Suggestions for Future Research
References
Appendix Ⅰ:Questionnaire of rural primary School Students’ vocabulary learning strategies
Appendix Ⅱ:Questionnaire of rural primary School Students’ vocabulary learning strategies
Appendix Ⅲ:Questionnaire for Rural Primary School students’ learner autonomy
Appendix Ⅳ:Questionnaire for Rural Primary School students’ learner autonomy
Appendix Ⅴ:Pre-test
Appendix Ⅵ:Post-test
Appendix Ⅶ:Interview Ⅰ-Ⅲ（English and Chinese version）
Appendix Ⅷ :Samples of teaching
    1.Sample Lesson in EC
    2.Sample Lesson in CC
Acknowledgements
The list of the research thesis published by author



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