生態(tài)教學(xué)觀在小學(xué)英語(yǔ)詞匯習(xí)得中的應(yīng)用研究
發(fā)布時(shí)間：2018-10-26 16:24
【摘要】：隨著時(shí)代進(jìn)步與社會(huì)的發(fā)展,英語(yǔ)的重要性與日俱增,小學(xué)英語(yǔ)教學(xué)在我國(guó)逐步普及并受到重視,然而目前我國(guó)還沒(méi)有比較完善的小學(xué)英語(yǔ)教學(xué)模式可以供廣大教師遵循。詞匯教學(xué)是小學(xué)英語(yǔ)教學(xué)的重點(diǎn),但在教學(xué)中遇到了如死記硬背、隨記隨忘、反復(fù)遺忘等諸多問(wèn)題。針對(duì)這些問(wèn)題,本研究在生態(tài)教學(xué)觀理論與二語(yǔ)詞匯習(xí)得理論的共同指導(dǎo)下,著重研究能夠促進(jìn)小學(xué)生詞匯習(xí)得、真正能使其快樂(lè)學(xué)習(xí)英語(yǔ)、身心自由全面發(fā)展的教學(xué)方式。論文主要研究生態(tài)教學(xué)觀的理論如何有效地運(yùn)用在小學(xué)英語(yǔ)詞匯習(xí)得教學(xué)中,論文以內(nèi)蒙古扎蘭屯市民族小學(xué)的五年級(jí)學(xué)生為研究對(duì)象,通過(guò)學(xué)習(xí)杜亞麗與吳文分別在2009年和2012年發(fā)表的兩篇文章中,筆者預(yù)測(cè)出本研究的四大生態(tài)因素為學(xué)生、教師、環(huán)境和精神,并且根據(jù)四大生態(tài)因素來(lái)設(shè)計(jì)問(wèn)卷調(diào)查中的各個(gè)題目,再通過(guò)SPSS方法將問(wèn)卷調(diào)查進(jìn)行信度、相關(guān)性與區(qū)分度分析,將各個(gè)題目更加準(zhǔn)確的劃分與歸類,將其分為四大因子,基于對(duì)四大生態(tài)因素:學(xué)生因素、教師因素、環(huán)境因素、精神因素的分析來(lái)促進(jìn)詞匯習(xí)得的生態(tài)外語(yǔ)課堂的構(gòu)建,提出了進(jìn)行“生態(tài)式”詞匯習(xí)得環(huán)境的創(chuàng)建、“生態(tài)式”詞匯習(xí)得內(nèi)容的優(yōu)化、“生態(tài)式”詞匯習(xí)得過(guò)程的創(chuàng)新、“生態(tài)式”詞匯習(xí)得評(píng)價(jià)的強(qiáng)化等基于生態(tài)因素分析的生態(tài)課堂構(gòu)建要點(diǎn)。筆者總結(jié)出,生態(tài)教學(xué)觀指導(dǎo)下的小學(xué)英語(yǔ)課堂是一種由學(xué)生因素、教師因素、環(huán)境因素、精神因素等生態(tài)因子相互促進(jìn)來(lái)共同構(gòu)成一個(gè)教學(xué)的生態(tài)結(jié)構(gòu)與生態(tài)體系。本研究有利于一線教師在小學(xué)詞匯課教學(xué)中改變傳統(tǒng)的教學(xué)觀念,充分利用生態(tài)教學(xué)觀使學(xué)生自然習(xí)得詞匯,最終促進(jìn)小學(xué)生英語(yǔ)詞匯學(xué)習(xí)的可持續(xù)發(fā)展。
[Abstract]:With the progress of the times and the development of the society, the importance of English is increasing day by day. English teaching in primary schools is gradually popularized and paid attention to in our country. However, at present, there is no perfect English teaching model for teachers to follow. Vocabulary teaching is the focus of English teaching in primary schools, but in the teaching, there are many problems such as rote memorization, memorization with memory, repeated forgetting and so on. Under the guidance of the ecological teaching theory and the second language vocabulary acquisition theory, this study focuses on the teaching methods which can promote the pupils' vocabulary acquisition, make them learn English happily and develop their body and mind in an all-round way. This paper mainly studies how the theory of ecological teaching can be effectively applied in the teaching of English vocabulary acquisition in primary schools. The thesis focuses on the fifth grade students of the Zalantun ethnic Primary School in Inner Mongolia. By studying two articles published by du Yali and Wu Wen in 2009 and 2012, respectively, the author predicts that the four ecological factors in this study are students, teachers, environment and spirit. And according to the four major ecological factors to design each topic in the questionnaire, then through the SPSS method to the questionnaire reliability, relevance and differentiation analysis, will be more accurate classification and classification of each topic, will be divided into four major factors. Based on the analysis of four ecological factors: student factor, teacher factor, environment factor and spiritual factor to promote the construction of ecological foreign language classroom for vocabulary acquisition, this paper puts forward the creation of "ecological" vocabulary acquisition environment. The key points of constructing ecological classroom based on ecological factor analysis are the optimization of "ecological" vocabulary acquisition content, the innovation of "ecological" vocabulary acquisition process, and the strengthening of "ecological" vocabulary acquisition evaluation. The author concludes that the primary school English classroom under the guidance of ecological teaching concept is a kind of ecological structure and ecological system which is composed of the ecological factors such as student factor teacher factor environment factor spirit factor and so on. This study is helpful for the teachers to change the traditional teaching concept in the primary vocabulary teaching, make full use of the ecological teaching concept to make students acquire vocabulary naturally, and finally promote the sustainable development of primary school students' English vocabulary learning.
【學(xué)位授予單位】：哈爾濱師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.31
本文編號(hào)：2296307
[Abstract]:With the progress of the times and the development of the society, the importance of English is increasing day by day. English teaching in primary schools is gradually popularized and paid attention to in our country. However, at present, there is no perfect English teaching model for teachers to follow. Vocabulary teaching is the focus of English teaching in primary schools, but in the teaching, there are many problems such as rote memorization, memorization with memory, repeated forgetting and so on. Under the guidance of the ecological teaching theory and the second language vocabulary acquisition theory, this study focuses on the teaching methods which can promote the pupils' vocabulary acquisition, make them learn English happily and develop their body and mind in an all-round way. This paper mainly studies how the theory of ecological teaching can be effectively applied in the teaching of English vocabulary acquisition in primary schools. The thesis focuses on the fifth grade students of the Zalantun ethnic Primary School in Inner Mongolia. By studying two articles published by du Yali and Wu Wen in 2009 and 2012, respectively, the author predicts that the four ecological factors in this study are students, teachers, environment and spirit. And according to the four major ecological factors to design each topic in the questionnaire, then through the SPSS method to the questionnaire reliability, relevance and differentiation analysis, will be more accurate classification and classification of each topic, will be divided into four major factors. Based on the analysis of four ecological factors: student factor, teacher factor, environment factor and spiritual factor to promote the construction of ecological foreign language classroom for vocabulary acquisition, this paper puts forward the creation of "ecological" vocabulary acquisition environment. The key points of constructing ecological classroom based on ecological factor analysis are the optimization of "ecological" vocabulary acquisition content, the innovation of "ecological" vocabulary acquisition process, and the strengthening of "ecological" vocabulary acquisition evaluation. The author concludes that the primary school English classroom under the guidance of ecological teaching concept is a kind of ecological structure and ecological system which is composed of the ecological factors such as student factor teacher factor environment factor spirit factor and so on. This study is helpful for the teachers to change the traditional teaching concept in the primary vocabulary teaching, make full use of the ecological teaching concept to make students acquire vocabulary naturally, and finally promote the sustainable development of primary school students' English vocabulary learning.
【學(xué)位授予單位】：哈爾濱師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.31
【參考文獻(xiàn)】
相關(guān)期刊論文 前1條
1 袁聿軍;;遵循生態(tài)規(guī)律,構(gòu)建生態(tài)課堂[J];生物學(xué)教學(xué);2006年07期
，本文編號(hào)：2296307
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