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  本文關鍵詞：游戲在農(nóng)村初中英語詞匯教學中的應用研究　出處：《延安大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 英語詞匯學習 游戲融入詞匯教學 農(nóng)村初中生

【摘要】：詞匯是學習語言的重要要素之一。學生對所學詞匯的掌握情況影響著其英語綜合能力的發(fā)展。在比較多見的詞匯教學模式(帶讀---講解---記憶)下,學生學習詞匯多以機械式的記憶為主,逐漸失去了學習的興趣和信心。受主客觀因素的雙重制約,這種現(xiàn)象在農(nóng)村初中學生中更為普遍。針對農(nóng)村初中生英語學習的實際情況,教育者很有必要應用一種可引起學生興趣的詞匯教學方法。游戲教學,簡言之就是在課堂上以游戲的形式展開教學,使學生在輕松地游戲氛圍中,在多樣的活動中,抑或是在激烈的競爭中,掌握教材上的目標知識,或者學到課外知識。教學中設計的游戲不是為了玩而玩,它還需要具備自身的一些特點。如,目的性,主體性,規(guī)則性和競爭性。它最大的價值就是符合學生的認知規(guī)律,能使學生參與到課堂學習當中,化被動為主動,同時可消除學生對記憶大量詞匯的排斥感,提高學生對詞匯學習的興趣。將游戲融入教學是經(jīng)過國內(nèi)外實踐證明的一種行之有效的教學方式。本研究筆者選擇富平縣流曲中學八年級的60名學生為研究對象,進行了為期四個月的教學實驗。本文圍繞“游戲能否激發(fā)農(nóng)村初中生對英語詞匯學習的興趣?”和“游戲融入英語詞匯教學可否提高農(nóng)村初中生的詞匯成績”這兩個問題來展開研究。研究分為三個階段:首先,實驗前,筆者通過第一次問卷調(diào)查來了解學生學習英語的情感態(tài)度;其次,筆者對兩班學生進行了四次詞匯測試來檢測游戲融入英語詞匯教學能否提高初中生的詞匯學習成績;并在教學實驗結束后對實驗班學生進行了第二次問卷調(diào)查旨在檢測游戲融入英語詞匯教學后,學生對詞匯學習的興趣是否有所提高。最后,筆者對問卷和測試的結果進行了收集、整理和分析,得出了游戲融入英語詞匯教學的方法對提高農(nóng)村初中生的英語詞匯學習興趣有很大的幫助,同時對提高初中生的詞匯成績也很有成效的結論。
[Abstract]:Vocabulary is one of the most important factors in language learning. The students' mastery of the vocabulary has an impact on the development of their English comprehensive ability. Under the common vocabulary teaching mode (reading-explanation-memory). Students learn vocabulary by mechanical memory, gradually lost interest and confidence in learning, subject to the dual constraints of objective and subjective factors. This phenomenon is more common in rural junior middle school students. In view of the actual situation of rural junior high school students' English learning, it is necessary for educators to apply a vocabulary teaching method which can arouse students' interest. In short, teaching in the form of games in the classroom, so that students in a relaxed game atmosphere, in a variety of activities, or in the fierce competition, to master the target knowledge of teaching materials. Or learn extracurricular knowledge. The game designed in the teaching is not to play, it also needs to have its own characteristics, such as, purpose, subjectivity. Regular and competitive. Its greatest value is to conform to the students' cognitive laws, enable students to participate in classroom learning, passive to active, and at the same time eliminate students' rejection of memorizing a large number of words. Promoting students' interest in vocabulary learning and integrating games into teaching is an effective teaching method proved by practice at home and abroad. In this study, 60 students in Grade 8 of Liuqu Middle School in Fuping County were selected as the research subjects. Elephant. A four-month teaching experiment was conducted. This paper focuses on "can play stimulate rural junior high school students' interest in English vocabulary learning?" This study is divided into three stages: first, before the experiment, whether the English vocabulary teaching can improve the vocabulary scores of rural junior high school students. The author uses the first questionnaire to find out the students' affective attitude to English learning. Secondly, the author conducted four vocabulary tests on the students in the two classes to find out whether the English vocabulary teaching can improve the junior high school students' vocabulary learning achievement. At the end of the experiment, a second questionnaire survey was conducted to test whether the students' interest in vocabulary learning improved after the game was integrated into English vocabulary teaching. The author collects, arranges and analyzes the results of the questionnaire and the test, and concludes that the method of integrating games into English vocabulary teaching is of great help to improve the interest of rural junior high school students in English vocabulary learning. At the same time to improve junior high school students' vocabulary achievement is also very effective conclusion.
【學位授予單位】：延安大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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