【摘要】：詞匯是語(yǔ)言教學(xué)和學(xué)習(xí)中的重要部分,對(duì)于初中生來(lái)說(shuō)是奠定詞匯基礎(chǔ)的關(guān)鍵時(shí)期,詞匯呈現(xiàn)方式在詞匯教學(xué)中起著重要的作用。本文以認(rèn)知發(fā)展相關(guān)理論為基礎(chǔ),借助問(wèn)卷、課堂觀察、詞匯測(cè)試及訪談對(duì)初中英語(yǔ)詞匯教學(xué)中常用的詞匯呈現(xiàn)方式、不同詞匯呈現(xiàn)方式的應(yīng)用效果以及存在的問(wèn)題進(jìn)行了研究。本次調(diào)查研究是在保定市曲陽(yáng)縣第二中學(xué)開(kāi)展的,主要研究結(jié)果如下:第一,教師常用的詞匯呈現(xiàn)方式為描述性呈現(xiàn)方式,而對(duì)于大部分學(xué)生來(lái)說(shuō)更期望使用感知呈現(xiàn)方式和游戲呈現(xiàn)方式來(lái)呈現(xiàn)新單詞。第二,在描述呈現(xiàn)方式下,課堂氣氛沉悶,學(xué)生反應(yīng)不積極。而在感知和游戲呈現(xiàn)方式下,學(xué)生注意力集中,師生互動(dòng)較多。同時(shí),在即時(shí)測(cè)試中描述呈現(xiàn)方式下的測(cè)試成績(jī)最好,其次是感知呈現(xiàn)方式,游戲呈現(xiàn)方式最差。而在延時(shí)測(cè)試中,感知呈現(xiàn)方式的測(cè)試成績(jī)最好,游戲呈現(xiàn)方式次之,描述呈現(xiàn)方式最差。通過(guò)教師反饋了解到許多教師經(jīng)常使用描述呈現(xiàn)方式,但詞匯學(xué)習(xí)效果不理想。第三,教師對(duì)于學(xué)生在詞匯呈現(xiàn)方式方面需求不夠了解,同時(shí),缺乏對(duì)多種呈現(xiàn)方式的充分應(yīng)用。本研究為詞匯呈現(xiàn)方式的正確使用提供了參考,從而使教師能夠在英語(yǔ)教學(xué)中結(jié)合實(shí)際情況使用多種詞匯呈現(xiàn)方式來(lái)更好地提升學(xué)生的詞匯學(xué)習(xí)興趣。
[Abstract]:Vocabulary is an important part of language teaching and learning. For junior high school students, vocabulary presentation plays an important role in vocabulary teaching. Based on the theory of cognitive development, this paper, with the help of questionnaires, classroom observation, vocabulary tests and interviews, explores the lexical presentation methods commonly used in junior high school English vocabulary teaching. The effects of different lexical presentation methods and the existing problems are studied. This investigation was carried out in the second middle school of Quyang County, Baoding City. The main results are as follows: first, the commonly used lexical presentation of teachers is descriptive presentation. For most students, they expect to use perceptual presentation and game presentation to present new words. Secondly, the classroom atmosphere is dull and the students' reaction is not positive. However, in the way of perception and game presentation, students' attention is concentrated and teachers and students interact more. At the same time, in the instant test, the performance of descriptive presentation is the best, followed by perceived presentation, and game presentation is the worst. In the delay test, the perceptual presentation is the best, the game presentation is the second, and the descriptive presentation is the worst. Through teacher feedback, many teachers often use descriptive presentation, but the effect of vocabulary learning is not satisfactory. Third, teachers do not understand the needs of students in terms of lexical presentation, and at the same time, they lack the full application of multiple presentation methods. This study provides a reference for the correct use of lexical presentation, so that teachers can use a variety of lexical presentation methods in English teaching to enhance students' interest in vocabulary learning.
【學(xué)位授予單位】：牡丹江師范學(xué)院
【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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