詞匯作為語(yǔ)言的組成部分,是英語(yǔ)學(xué)習(xí)的重要基礎(chǔ)因素。傳統(tǒng)詞匯學(xué)習(xí)模式下,有些學(xué)生對(duì)詞匯學(xué)習(xí)缺乏興趣,造成習(xí)得效率低下。從狹義的角度來(lái)說(shuō),詞匯習(xí)得是指學(xué)習(xí)者能夠認(rèn)識(shí)單詞并且知道單詞的意思。從廣義的角度來(lái)說(shuō),詞匯習(xí)得是指學(xué)習(xí)者能夠認(rèn)識(shí)單詞并且能夠在真實(shí)的情境中正確自然地使用單詞�；旌鲜綄W(xué)習(xí)是傳統(tǒng)學(xué)習(xí)和E-learning相結(jié)合,在線學(xué)習(xí)與課堂學(xué)習(xí)相結(jié)合,伴隨新信息技術(shù)時(shí)代產(chǎn)生的新型學(xué)習(xí)模式。即發(fā)揮學(xué)生主體地位和教師主導(dǎo)地位,突出培養(yǎng)學(xué)生自主學(xué)習(xí)能力。本研究以混合式學(xué)習(xí)和自主學(xué)習(xí)理論為基礎(chǔ),通過(guò)將混合式學(xué)習(xí)應(yīng)用于初中英語(yǔ)課堂,旨在探究混合式學(xué)習(xí)能否更有效地促進(jìn)初中生的詞匯習(xí)得。傳統(tǒng)詞匯習(xí)得模式下,學(xué)生的詞匯習(xí)得動(dòng)機(jī)較弱,尤其是男生對(duì)詞匯習(xí)得效率低。為了改善傳統(tǒng)詞匯習(xí)得模式,本論文主要探討三個(gè)問(wèn)題:1)混合式學(xué)習(xí)對(duì)學(xué)生詞匯習(xí)得動(dòng)機(jī)有何影響?2)混合式學(xué)習(xí)對(duì)學(xué)生詞匯成績(jī)有何影響?3)混合式學(xué)習(xí)效果是否存在性別差異?本研究選取河南省信陽(yáng)市羊山中學(xué)八年級(jí)兩個(gè)班作為研究對(duì)象,進(jìn)行為期一學(xué)期教學(xué)實(shí)驗(yàn)。其中,1班作為實(shí)驗(yàn)班(EC),采用混合式學(xué)習(xí)授課形式。2班作為控制班(CC),采用傳統(tǒng)的授課形式。本研究采用...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Studies on Blended Learning
        2.1.1 Definitions of Blended Learning
        2.1.2 Studies on Blended Learning Abroad and at Home
    2.2 Studies on Vocabulary Acquisition
        2.2.1 Definitions of Vocabulary Acquisition
        2.2.2 Studies on Vocabulary Acquisition Abroad and at Home
    2.3 Studies on Blended Learning in Vocabulary Acquisition
    2.4 Theoretical Basis
        2.4.1 Blended Learning Theory
        2.4.2 Autonomous Learning Theory
        2.4.3 Vocabulary Learning Theory in SLA
Chapter Three Experimental Design
    3.1 Research Questions
    3.2 Experimental Subjects
    3.3 Experimental Methods
        3.3.1 Questionnaire
        3.3.2 Vocabulary Test
        3.3.3 Interview
    3.4 Experimental Procedures
Chapter Four The Application of Blended Learning in English Class
    4.1 Instructional Design of Blended Learning
        4.1.1 Before-class
        4.1.2 While-class
        4.1.3 After-class
    4.2 Sample Teaching Plan for Experimental Class
        4.2.1 A Sample Lesson of Teaching Video
        4.2.2 A Sample Lesson of Teaching in Class
Chapter Five Results and Discussion
    5.1 Results and Discussion of Questionnaire
    5.2 Results and Discussion of Vocabulary Achievements
        5.2.1 Results and Discussion of Pre-test
        5.2.2 Results and Discussion of Post-test
        5.2.3 Results and Discussion of Students’Different Achievements Level
    5.3 Results and Discussion of Gender Difference
    5.4 Results and Discussion of Interview
        5.4.1 Results and Discussion of Students’Interview
        5.4.2 Results and Discussion of Teachers’Interview
    5.5 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications of Research
    6.3 Limitations and Suggestions of Research
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Acknowledgement



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