在高中英語教學(xué)中,英語詞匯教學(xué)至關(guān)重要。然而,目前中學(xué)英語詞匯教學(xué)費(fèi)時低效。面對如此窘境,筆者認(rèn)為有必要改變當(dāng)前的詞匯教學(xué)方法。因此,本文旨在通過問卷調(diào)查,找出詞匯教學(xué)中存在的問題,探究高效、有趣、適用的教學(xué)方式,希望通過調(diào)查和分析對今后的英語詞匯教學(xué)提供一定的啟發(fā)和指導(dǎo)。此研究以建構(gòu)主義教學(xué)觀為理論依據(jù),探究學(xué)生主動建構(gòu)知識體系,通過文化背景的滲透,在一定的情境中合作學(xué)習(xí)。作者在本文中試圖想解決以下幾個問題:1)目前英語詞匯教學(xué)在高中階段存在的問題是什么?2)基于建構(gòu)主義教學(xué)觀的英語詞匯教學(xué)策略有效嗎?3)從此項(xiàng)研究中對于中學(xué)英語詞匯教學(xué)我們能獲得什么啟示?為了解決以上三個問題,本研究以四川省宜賓市江安中學(xué)高二兩個平行班的學(xué)生為實(shí)驗(yàn)對象,研究工具為問卷調(diào)查和測試。實(shí)驗(yàn)組和控制組的學(xué)生都是55人。對控制組的學(xué)生采用傳統(tǒng)的詞匯教學(xué)方法,而對實(shí)驗(yàn)組的學(xué)生采用基于建構(gòu)主義教學(xué)觀的英語詞匯教學(xué)模式。使用問卷調(diào)查的目的是了解在英語詞匯教學(xué)中老師和學(xué)生們存在的問題,通過對前測和后測的比較是為了研究基于建構(gòu)主義教學(xué)觀的英語詞匯教學(xué)策略是否有效。實(shí)驗(yàn)結(jié)束后,筆者將相關(guān)數(shù)據(jù)進(jìn)行整理和分析,實(shí)驗(yàn)結(jié)果顯示,...

【文章頁數(shù)】：65 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the Study
Chapter Two Literature Review
    2.1 A Brief Introduction to Teaching Theory of Constructivism
        2.1.1 Previous Studies on Teaching Theory of Constructivism Aboard
        2.1.2 Previous Studies on Teaching Theory of Constructivism at Home
    2.2 Main Elements about Teaching Theory of Constructivism
    2.3 Application of Teaching Theory of Constructivism to Vocabulary Teaching
        2.3.1 Systematic Vocabulary Construction
        2.3.2 Vocabulary Teaching with creativity
        2.3.3 Vocabulary Teaching by Assimilation
        2.3.4 Situational Vocabulary Teaching
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants of the Research
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Pretest and Posttest
    3.4 Research Procedures
        3.4.1 Teaching Procedures for CC
        3.4.2 Teaching Procedures for EC
    3.5 Data collection
Chapter Four Results and Discussion
    4.1 Results of the Questionnaire
        4.1.1 Analysis of the Questionnaire in part I
        4.1.2 Analysis of Questionnaire in partⅡ
        4.1.3 General Problems of English Vocabulary Teaching in Senior High School
    4.2 Results of the Tests
    4.3 Discussion of the results
Chapter Five Conclusion
    5.1 Major Findings of the Research
    5.2 Implications for English Vocabulary Teaching in Senior High School
    5.3 Limitation of the Research
    5.4 Suggestions for Future Research
Bibliography
Appendix
Acknowledgements



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