本文選題：高中英語(yǔ) + 詞匯教學(xué)��； 參考：《陜西理工大學(xué)》2017年碩士論文

【摘要】：高中英語(yǔ)教師的教學(xué)和學(xué)生學(xué)習(xí)面臨的一個(gè)挑戰(zhàn)就是在現(xiàn)行新課標(biāo)中要求學(xué)生掌握的單詞量。一方面,英語(yǔ)課文中難度大,生詞多,要求通過(guò)利用上下文才能掌握的多義詞增加,并且與英美歷史、文化、環(huán)境、科技及生活緊密相關(guān)的具有一定背景知識(shí)增加很多。另外新課標(biāo)又注重詞匯的運(yùn)用,而不僅是簡(jiǎn)單的釋義和簡(jiǎn)單的概念。要讓學(xué)生在詞匯表達(dá)中能夠靈活恰當(dāng)?shù)剡\(yùn)用,即特別看重讓學(xué)生理解詞匯字里行間所表達(dá)的深義。此問(wèn)題的解決有賴于教學(xué)中策略的應(yīng)用,在理論分析和調(diào)查研究的基礎(chǔ)上,針對(duì)教學(xué)實(shí)際,本論文應(yīng)用相關(guān)策略于教學(xué)實(shí)際,并在數(shù)據(jù)統(tǒng)計(jì)分析中研究了詞匯策略和教學(xué)效果的有效性問(wèn)題。本研究以漢中市某高中部分學(xué)生為研究對(duì)象,在一學(xué)期的實(shí)習(xí)調(diào)查研究中,還進(jìn)行了為期一個(gè)月的教學(xué)實(shí)驗(yàn)研究。通過(guò)對(duì)該學(xué)校三個(gè)年級(jí)20位英語(yǔ)教師討論座談和360余名學(xué)生進(jìn)行問(wèn)卷調(diào)查,對(duì)目前高中英語(yǔ)的教學(xué)及學(xué)習(xí)現(xiàn)狀進(jìn)行了調(diào)查研究;在此后一個(gè)月的教學(xué)實(shí)驗(yàn)中,通過(guò)對(duì)高二23班56名學(xué)生應(yīng)用情景法、構(gòu)詞法和詞源法進(jìn)行了課堂教學(xué)和專項(xiàng)訓(xùn)練。通過(guò)詞匯策略應(yīng)用前測(cè)試、后測(cè)試成績(jī)進(jìn)行教學(xué)效果的評(píng)價(jià),并采用統(tǒng)計(jì)學(xué)方法對(duì)教學(xué)策略的有效性做了驗(yàn)證。本研究可得如下結(jié)論:在教學(xué)實(shí)踐中,學(xué)生對(duì)詞匯教學(xué)策略接受良好,本文所嘗試的策略在教學(xué)中符合學(xué)生認(rèn)知規(guī)律,可以幫助學(xué)生學(xué)好英語(yǔ);相關(guān)策略的應(yīng)用提高了對(duì)詞匯的掌握程度,方法上讓他們不再無(wú)所適從,增添了學(xué)生的自信心;通過(guò)在詞匯教學(xué)中根據(jù)學(xué)生的實(shí)際情況及時(shí)進(jìn)行策略的調(diào)整。實(shí)驗(yàn)后測(cè)試成績(jī)平均值與對(duì)照班相比高出5.5分,達(dá)到72分,統(tǒng)計(jì)數(shù)據(jù)顯示教學(xué)策略和成績(jī)有顯著的相關(guān)性。本文還對(duì)如何用詞匯策略開(kāi)展教學(xué)和克服英語(yǔ)教學(xué)現(xiàn)狀中相關(guān)問(wèn)題進(jìn)行了討論及分析,并設(shè)計(jì)了一份策略教學(xué)案例和實(shí)施建議用于在課堂中開(kāi)展詞匯教學(xué)。
[Abstract]:A challenge for high school English teachers in teaching and learning is to require students to master vocabulary in the new curriculum. On the one hand, the English text is very difficult and has many new words. The number of polysemous words that need to be grasped by the context is increased, and the background knowledge which is closely related to the history, culture, environment, science and technology and life of the United States and the United States has increased a lot. In addition, the new curriculum also focuses on the use of vocabulary, not just simple interpretation and simple concepts. To enable students to be flexible and appropriate in the use of vocabulary, that is, to let students understand the deep meaning expressed between the lines of words. The solution of this problem depends on the application of teaching strategies. On the basis of theoretical analysis and investigation and research, this paper applies relevant strategies to teaching practice. The validity of lexical strategies and teaching effects is also studied in the statistical analysis. In this study, a part of high school students in Hanzhong City as the research object, in a semester of practice investigation, also carried out a one-month teaching experiment. The present situation of English teaching and learning in senior high school was investigated through a questionnaire survey among 20 English teachers in three grades of the school and more than 360 students. By applying situational method, etymology and etymology to 56 students in Class 23 of Senior High School, classroom teaching and special training were carried out. The teaching effect is evaluated by pre-test and post-test, and the validity of teaching strategy is verified by statistical method. The conclusions of this study are as follows: in teaching practice, students accept vocabulary teaching strategies well. The strategies tried in this paper accord with students' cognitive rules and can help students to learn English well. The application of relevant strategies improves the mastery of vocabulary, makes them no longer confused, increases students' self-confidence, and adjusts the strategies in time according to the students' actual situation in vocabulary teaching. After the experiment, the average score of the test is 5.5 points higher than that of the control class, reaching 72 points. The statistical data show that there is a significant correlation between the teaching strategy and the results. This paper also discusses and analyzes how to use vocabulary strategies in teaching and how to overcome the problems in the present situation of English teaching, and designs a case study of strategy teaching and puts forward some suggestions for the implementation of vocabulary teaching in class.
【學(xué)位授予單位】：陜西理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：1968105