英語詞匯教學是英語教學的基礎,更是初中英語課堂的重要組成部分。在傳統(tǒng)的英語詞匯教學中,教師往往使用死記硬背的方法幫助學生記憶單詞。雖然學生能夠通過考試但是并不能應用于實際生活中,不能滿足當今社會的實際需要,更不能提高學生的英語學科的核心素養(yǎng)。為了試圖改變這種現(xiàn)狀,本文將學案導學模式應用到初中的英語詞匯課堂中,以考察學案導學模式的有效性。本論文的研究問題包括:1.學案導學模式對初中生英語詞匯學習態(tài)度有何影響?2.學案導學模式是否能夠有效提高初中生英語詞匯水平?本次研究在遼寧省葫蘆島市Q中學從2019年9月到2020年1月進行實驗,初中二年級兩個班的77名學生參加了本次實驗。其中三班為實驗班(EC),四班為控制班(CC)。實驗班和控制班采用不同的教學模式。實驗班采用學案導學教學模式,控制班采用傳統(tǒng)的教學模式。期間,兩個班均由同一個英語教師授課,英語課本以及教學材料完全相同。本次教學實驗周期為16周。本實驗的研究數(shù)據(jù)包括調查問卷、前測,后測以及訪談。實驗結束后,數(shù)據(jù)被收集與分析。通過對實驗結果的對比與分析,研究結果表明:學案導學教學模式能夠提高初中生英語詞匯學習的態(tài)度中的興趣、滿意度以及內(nèi)在...

【文章頁數(shù)】：81 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Purpose of the research
    1.3 Significance of the research
    1.4 Overall structure of the thesis
Chapter Two Literature Review
    2.1 A brief review of guided learning plan model
        2.1.1 Definition of the guided learning plan
        2.1.2 Concept of guided learning plan model
        2.1.3 Characteristics of the guided learning plan model
    2.2 The theoretical basis of the guided learning plan model
        2.2.1 Humanistic theory
        2.2.2 Cooperative learning
        2.2.3 Cognitive theory
    2.3 Relevant studies of the guided learning plan model
        2.3.1 Relevant studies of the guided learning plan abroad
        2.3.2 Relevant studies of the guided learning plan at home
    2.4 The application of guided learning plan model in vocabulary learning
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Research instruments
        3.3.1 The questionnaires
        3.3.2 Tests
        3.3.3 Interview
    3.4 Research procedure
        3.4.1 The teaching procedure of the EC
        3.4.2 The teaching procedures in CC
    3.5 Data collection and analysis
    3.6 Summary
Chapter Four Data Analysis and Discussion
    4.1 Analysis and discussion of the questionnaires
        4.1.1 Analysis of the pre-questionnaire in EC and CC
        4.1.2 Analysis of the post-questionnaire in EC and CC
        4.1.3 Analysis of the pre-questionnaire and post-questionnaire in EC
        4.1.4 Analysis of the pre-questionnaire and post-questionnaire in CC
    4.2 Analysis and discussion of tests
        4.2.1 Analysis of the pre-test in EC and CC
        4.2.2 Analysis of the post-test in EC and CC
        4.2.3 Analysis of the pre-test and post-test in EC
        4.2.4 Analysis of the pre-test and post-test in CC
    4.3 Analysis and discussion of interview
    4.4 Summary
Chapter5 Conclusion
    5.1 Major finding
    5.2 Implication of the findings
    5.3 Limitations
    5.4 Suggestions for the future research
References
Appendix Ⅰ:Questionnaire
Appendix Ⅱ: Pre-test Paper
Appendix Ⅲ:Post-test Paper
Appendix Ⅳ:Interview questions
Appendix Ⅴ:The guided learning plan
Acknowledgements
The list of the research papers published by author



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