图式理论在高中英语词汇教学中的应用_张晶晶.docx
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1、 An Application of Schema Theory in Senior High School Vocabulary Teaching Zhang Jingjing A Thesis Submitted in Conformity with the Requirements For the Degree of Master of Education In English Teaching Supervised by Professor Du Naijian School of Foreign Languages Shaanxi Normal University May 2012
2、 学位论文原创性声明 本人声明所呈交的学位论文是我在导师的指导下进行研究工作所取得的研究 成果。尽我所知,除文中己经注明引用的内容和致谢的地方外,本论文不包含其 他个人或集体已经发表或撰写过的研究成果,也不包含本人或他人已申请学位或 其他用途使用过的成果。对本文的研究做出重要贡献的个人和集体,均已在文中 作了明确说明并表示谢意。 本学位论文若有不实或者侵犯他人权利的,本人愿意承担一切相关的法律责 任。 作者签名: L 日期:年表月日 学位论文知识产权及使用授权声明书 本人在导师指导下所完成的学位论文及相关成果,知识产权归属陕西师 范大 学。本人完全了解陕西师范大学有关保存、使用学位论文的规定,
3、允许本论文被 查阅和借阅,学校有权保留学位论文并向国家有关部门或机构送交论文的纸质版 和电子版,有权将本论文的全部或部分内容编入有关数据库进行检索,可以采用 任何复制手段保存和汇编本论文。本人保证毕业离校后,发表本论文或使用本论 文成果时署名单位仍为陕西师范大学。 保密论文解密后适用本声明。 作者签名: % 曰期: /1 年貧月 曰 Acknowledgement With the completion of my graduation thesis, I would like to express my gratitude to my supervisor Du Naijian first,
4、 for with his patient reading and revising of my thesis, and also his valuable advice for my thesis framework I can finish my thesis smoothly and quickly. Although he was very busy in this semester, he didnt delay to revise my thesis yet and made use of his weekend time to revise my thesis and gave
5、me precious advice, it moved me a lot. Here, 1 express my thanks to my supervisor once again. In fact, without the two years? instruction of other professors, I am still an ignorant student in the English teaching field and lack of the professional knowledge in teaching theories. Therefore, I want t
6、o show my greatest thanks to my knowledgeable, kind, and warm-hearted professors: Hou Yuhai, Sun Liheng, Tian Bing, Wang Maojin, Xue Jinqiang, Xu Zhonghui, Zhang Jingyu, and Zhang Sirui, for they set good examples for me in academic field and from them I have learned not only the knowledge but the s
7、trict, persistent, and honest attitude to research. It really helps me a lot in my thesis writing. Besides teachers5 help in study, my lovely and warm-hearted roommates Fan Wenbin and Ma Jingjing, and my friends Xiao Xue, Zhao Ying, Wang Lili, Fu Tingting and Hou Jie also give me a lot of help in my
8、 daily life. Here, my thanks are also given them. Last but not least, I am grateful for the help which the teachers and students in No.l Senior High School in Mengzhou provide for me. Abstract Vocabulary, which is the elementary factor in learning a foreign language, plays a great important role and
9、 it may influence the communication between people and information acquisition from articles and mass media. However, in schools, due to the limited time in a class and exam-oriental teaching attitude, teachers always assign students the task of reciting new words without proper instruction. As a re
10、sult, students have to spend a lot of time memorizing new words in order to cope with teachers1 check-up. What5s worse, they forget the words in a very short time because of their unscientific learning method and perfunctory attitude. Based on schema theory, this thesis aims at finding effective sol
11、utions which can improve students vocabulary learning effect and change their attitude towards vocabulary learning. Schema theory which refers to the storage and application of knowledge in ones mind provides theoretical basis to solve the problems in this article. The theory mainly discusses the re
12、lationship between memory and former knowledge (the schemata stored in ones mind). In order to test the theorys validity, the writer made an experiment which applied the theory into teaching practice in No.l Senior High School in Mengzhou. At the very beginning of the experiment, teaching and learni
13、ng situation was surveyed through questionnaires, at the same time, pre-test was done on students. In all, 110 students from two classes were investigated. According to the real situation, several teaching methods were used to help students in the experimental class to leam vocabulary. Three months
14、later, a post-test was used to test whether the experimental class has a more remarkable effect than the control class. Students in the experimental class also complete anther copy of questionnaire concerning learners learning attitude, learning interest, learning method, etc. and 10 students were s
15、elected randomly from the experimental class to have a face-to-face talk in detail about their responses to check whether they had an evident change. The data suggest that the experimental class indeed had an evident change in vocabulary memorization than the control class. The result of the questio
16、nnaire and interview showed that despite the influence of their old method, participants generally preferred to apply the method based on schema theory into their vocabulary learning. The paper concludes with a discussion of the limitations of the experiment and concrete suggestions for teachers and
17、 students. Key words: Schema theory; vocabulary teaching; senior high school 词汇作为语言的最基本要素,发挥着很重要的作用,它不仅会影响人与人之 间的交流而且影响着人们从文章和媒体中准确信息的获取。然而在中学里,由于 课堂时间有限及师生的以考试为目的的教学观念,教师通常只是给学生布置背诵 单词的任务而缺乏适当的指导。结果,学生为了应付老师的检查,不得不花费大 量的时间背记新单词,更糟的是由于他们敷衍了事的态度和缺乏科学的记忆方法, 背会的单词在很短时间内又被忘记。本篇论文致力于探究在图式理 论指导下的词 汇教学方法,旨
18、在提高学生的词汇记忆效果并改变他们的词汇学习态度。 图式理论为解决本论文的研究问题奠定了理论基础。图式理论是关于知识储 存与应用的理论,它主要讨论记忆与过去知识(即储存在人大脑里的图式 ) 之间 的关系。为了验证图式理论对词汇教学的有效性,笔者在孟州市第一高级中学高 二年级的两个班进行实验研究。在实验之前,分别对教师和学生进行问卷调查了 解实际的教与学情况,并对两个班 110 名学生进行前测。然后在实验班采取以图 式理论为指导的词汇教学方法帮助学生学习词汇。三个月之后,对实验班和控制 班同时进行测试,检测实验班是否比控制班在词汇水平上有显著差异。之后,实 验班的学生要再完成一份调查问卷以便了解
19、他们使用新方法后的学习态度、学习 兴趣、学习方法等,并随机抽取 10 名学生进行面谈以便更详细的了解他们的学习 态度、兴趣和方法是否发生显著变化。 实验测试的数据显示实验班确实在词汇记忆效果方面比控制班取得了更显著 的效果。问卷及访谈结果也表明尽管实验班学生还会受固有学习方法的影响,但 是他们认为图式理论指导下的词汇学习方法能明显提高记忆效果,从而使他们的 学习态度和兴趣得到了极大改善。在结论部分,作者总 结了本文的主要发现并为 高中英语教师和学生提出了几点建议,最后指出本研究的不足之处。 关键词:图式理论;词汇教学;高中 Contents Acknowledgement i Abstract
20、 iii 摘要 v Chapterl Introduction 1 1.1 The Research Background 1 1.2 The Significance of the Study 2 1.2.1 The Significance of Teaching Vocabulary 2 1.2.2 The Significance of Studying the Application of Schema Theory in Vocabulary Teaching 3 1.3 Organization of the Thesis 4 Chapter2 Literature Review
21、 5 2.1 Introduction of Vocabulary 5 2.1.1 Definition of Vocabulary 5 2.1.2 The Implication of Knowing a Word 6 2.1.3 The Organization of WordKnowledge in PeoplesMind 7 2.1.4 The Requirements about Vocabulary in the NewlyIssued Senior English Curriculum Standards 8 2.2 Introduction of Schema Theory 8
22、 2.2.1 Background Information about Schema Theory 8 2.2.2 Definition of Schema 9 2.2.3 Key Concept of Schema Theory 10 2.2.4 Previous Studies on Schema Theory and Vocabulary Teaching 11 2.3 Schema Theory and Vocabulary Learning 12 2.4 Summary 12 Chapter3 Research Design 14 3.1 Introduction 14 3.2 Th
23、e Experiment 14 3.2.1 Subjects 14 3.2.2 Instruments 15 3.2.3 Experimental Purpose and Procedure 16 3.3 Teaching Materials 17 3.4 Teaching Methods Applied in the Experimental Class 17 3.4.1 Establishing Phonetic Schema 18 3.4.2 Grouping the Words in Categories 19 3.4.3 Event Scripts Method 20 3.5 An
24、Example of Applying Schema Theory into Vocabulary Teaching 21 Chapter4 Results and Analysis 24 4.1 Analysis of Teachers5 Questionnaire 24 4.2 Analysis of the Students Questionnaires 26 4.2.1 Analysis of the Students Pre-questionnaire 26 4.2.2 Analysis of Students Post-questionnaire 30 4.3 Analysis o
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