本文選題：思維導圖策略 + 詞匯學習　； 參考：《杭州師范大學》2017年碩士論文

【摘要】：詞匯學習對于英語學習是至關重要的。正是因為詞匯是語言的基石,掌握好詞匯對外語學習者來說是十分重要的。如何算掌握好詞匯,這與詞匯知識的本質(zhì)有著密切的聯(lián)系。詞匯知識包含詞匯的形式、功能、位置和意思。而且詞匯學習也不單指詞匯量的擴充,也指詞匯深度的拓展。初中學生詞匯的掌握量相比小學有了一個很大的飛躍。所以如何有效幫助初中生學習詞匯是值得探討研究的。同時,思維導圖作為一種新的思考工具,可以有效地幫助組織整理思路。思維導圖是否也適用于詞匯的學習是有必要進行研究探討的。筆者圍繞三個研究問題展開了為期十周的行動研究。三個研究問題分別是:1)思維導圖策略如何影響初中生的詞匯學習策略?2)什么類型的思維導圖更有效率?3)教師進行怎樣的干預,可以幫助學生更好地使用思維導圖?研究主體是杭州公立初一兩個班級的學生。兩個班級都由同一個老師任教英語,并且兩個班的英語平均分很相近。其中一個班級作為實驗組,另外一個班級作為對照組。在研究過程中,把調(diào)查問卷、詞匯測試、思維導圖觀察和學生采訪作為研究手段。在思維導圖實施之前,學生被要求分別完成前測問卷和詞匯測試。然后,筆者通過小冊子教學什么是思維導圖策略,如何在詞匯學習中使用思維導圖。在思維導圖策略干預之后,學生被要求做后測問卷和詞匯測試,以及個別學生將進行訪談。在經(jīng)過一系列的研究后,數(shù)據(jù)顯示思維導圖對于初中生詞匯學習有積極的影響。有效的思維導圖,一般需要基于對于主題的理解上展開,并且有中央圖示,有較多分支和不同層級并且通過箭頭顯示不同詞語間的關系。老師在思維導圖策略導入的過程中,應該激勵學生和自己,給予學生一步一步清晰的引導,及時根據(jù)對學生思維導圖的觀察給予回饋,全面了解詞匯知識,在整個思維導圖策略教學過程中給予科學的指導,并且合理規(guī)劃自己的教學時間。
[Abstract]:Vocabulary learning is very important for English learning. Because vocabulary is the cornerstone of language, mastering vocabulary is very important for foreign language learners. How to master vocabulary is closely related to the essence of lexical knowledge. Lexical knowledge includes the form, function, location and meaning of the vocabulary. Vocabulary learning also refers not only to the expansion of vocabulary, but also to the expansion of vocabulary depth. The vocabulary mastery of junior middle school students is a big leap compared with primary school. Therefore, how to effectively help junior high school students to learn vocabulary is worth studying. At the same time, as a new thinking tool, mind map can effectively help to organize ideas. It is necessary to study whether mind map is also applicable to vocabulary learning. The author carried out a ten-week action study around three research questions. The three research questions are: (1) how do thinking mapping strategies affect the vocabulary learning strategies of junior high school students? (2) what types of thinking maps are more efficient? 3) what kind of intervention can teachers do to help students use thinking maps better? The main body of the study is Hangzhou Public first grade two classes of students. Both classes are taught English by the same teacher, and the average score of the two classes is very similar. One class served as the experimental group and the other as the control group. In the course of the research, questionnaire, vocabulary test, mind map observation and student interview are used as research methods. The students were asked to complete a pretest questionnaire and a vocabulary test before the implementation of the mind map. Then, the author uses pamphlets to teach what is the strategy of thinking map and how to use it in vocabulary learning. After the intervention of thinking mapping strategies, students were asked to do post-test questionnaires and vocabulary tests, as well as individual students will be interviewed. After a series of studies, the data show that thinking map has a positive effect on vocabulary learning of junior high school students. An effective mind map usually needs to be developed based on the understanding of the subject, with a central diagram, more branches and different levels, and an arrow showing the relationships between different words. Teachers should encourage students and themselves to give students clear guidance step by step, give feedback according to the observation of students' mind map in time, and fully understand vocabulary knowledge, in the process of introducing the strategy of thinking mapping, the teacher should encourage students and themselves, give them clear guidance step by step, and give feedback according to the observation of students' mind map. Give scientific guidance in the whole process of thinking mapping strategy teaching, and reasonably plan their teaching time.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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