本文選題：合作學(xué)習(xí) + 課堂對子活動(dòng)　； 參考：《廣州大學(xué)》2016年碩士論文

【摘要】：詞匯、語音和語法是語言學(xué)習(xí)的三大基石。而掌握大量詞匯則是學(xué)生提高聽、說、讀和寫各方面能力的前提。詞匯教學(xué)的研究者眾多,但是多集中在詞匯教學(xué)策略和教學(xué)方法上面。國內(nèi)外研究表明,合作學(xué)習(xí)是當(dāng)代富有創(chuàng)意和實(shí)效的主流學(xué)習(xí)策略和理論之一,它有利于改善學(xué)習(xí)氣氛,提高學(xué)生成績,促進(jìn)學(xué)生綜合素質(zhì)的發(fā)展,是國家基礎(chǔ)教育課程改革所提倡的新型學(xué)習(xí)方式之一。合作學(xué)習(xí)理論研究已經(jīng)相當(dāng)成熟,對合作學(xué)習(xí)的定義、理論基礎(chǔ)、要素和基本方法研究者眾多,但是對于合作學(xué)習(xí)實(shí)踐的研究在英語詞匯教學(xué)中甚少,并且合作學(xué)習(xí)分小組合作學(xué)習(xí)和對子合作學(xué)習(xí),而小組合作學(xué)習(xí)在英語教學(xué)上的研究較多,但是對子合作學(xué)習(xí)的研究卻很少。本研究主要通過實(shí)驗(yàn)探討課堂對子活動(dòng)在高職高專生英語詞匯學(xué)習(xí)中的效果,旨在回答以下兩個(gè)問題:1.運(yùn)用課堂對子活動(dòng)進(jìn)行教學(xué)對學(xué)生的詞匯學(xué)習(xí)效果是否更好?2.學(xué)生對課堂對子活動(dòng)的態(tài)度如何?本研究的研究對象為大學(xué)一年級非英語專業(yè)學(xué)生,在廣東省廣州市白云區(qū)一所高職院校中隨機(jī)選取一班作為控制班,采取了傳統(tǒng)的詞匯教學(xué)方法,另隨機(jī)選取一班為實(shí)驗(yàn)班,運(yùn)用課堂對子活動(dòng)的形式進(jìn)行詞匯教學(xué)。實(shí)驗(yàn)時(shí)間為15周,實(shí)驗(yàn)后,分別對兩組學(xué)生進(jìn)行了目標(biāo)詞匯測試以及對實(shí)驗(yàn)班學(xué)生進(jìn)行問卷和訪談,了解課堂對子活動(dòng)對學(xué)生學(xué)習(xí)態(tài)度和合作意識等方面的影響,并通過實(shí)驗(yàn)班和控制班之間的各項(xiàng)測試數(shù)據(jù)對比,分析課堂對子活動(dòng)對學(xué)習(xí)者英語詞匯學(xué)習(xí)影響的相關(guān)性。實(shí)驗(yàn)結(jié)果表明,課堂對子活動(dòng)應(yīng)用于英語詞匯教學(xué),有助于提高學(xué)生的詞匯學(xué)習(xí)。此外,從問卷調(diào)查分析結(jié)果和訪談情況來看,學(xué)生對以課堂對子形式的詞匯學(xué)習(xí)持積極態(tài)度,并且絕大部分學(xué)生喜歡課堂對子形式的詞匯學(xué)習(xí)方法,同時(shí)承認(rèn)課堂對子形式的學(xué)習(xí)方法有很多好處。
[Abstract]:Vocabulary, pronunciation and grammar are the three cornerstones of language learning. Mastering a large number of words is a prerequisite for students to improve their listening, speaking, reading and writing abilities. There are many researchers in vocabulary teaching, but most of them focus on vocabulary teaching strategies and teaching methods. Studies at home and abroad show that cooperative learning is one of the most creative and effective mainstream learning strategies and theories, which is conducive to improving the learning atmosphere, improving students' achievement and promoting the development of students' comprehensive quality. It is one of the new learning methods advocated by the national basic education curriculum reform. The study of cooperative learning theory is quite mature. There are many researchers on the definition, theoretical basis, elements and basic methods of cooperative learning, but there are few researches on cooperative learning practice in English vocabulary teaching. And cooperative learning is divided into group cooperative learning and pair cooperative learning, while group cooperative learning has more research on English teaching, but little research on sub-cooperative learning. The purpose of this study is to explore the effects of classroom pairs on English vocabulary learning for vocational college students, and to answer the following two questions: 1. Whether it is better for students to learn vocabulary by classroom activities. What are the students' attitudes towards sub-activities in the classroom? The subjects of this study are freshmen non-English majors. In a vocational college in Baiyun District, Guangzhou City, Guangdong Province, a class is randomly selected as the control class, and the traditional vocabulary teaching method is adopted, and the other class is chosen as the experimental class at random. Use the form of classroom activities to carry out vocabulary teaching. The experiment lasted for 15 weeks. After the experiment, the two groups of students were tested on the target vocabulary and the students in the experimental class were investigated by questionnaires and interviews to understand the influence of classroom sub-activities on students' learning attitude and cooperative consciousness. By comparing the test data between the experimental class and the control class, the correlation between classroom subactivities and learners' vocabulary learning was analyzed. The experimental results show that the application of classroom pair activities in English vocabulary teaching is helpful to improve students' vocabulary learning. In addition, according to the results of questionnaire survey and interviews, the students have a positive attitude towards vocabulary learning in the form of classroom pairs, and most of them like the vocabulary learning method of classroom subform. At the same time, it is recognized that there are many advantages to the learning method of subform in class.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：H319.3

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本文編號：1943990