發(fā)布時(shí)間：2018-01-16 23:34

  本文關(guān)鍵詞：游戲在農(nóng)村初中英語(yǔ)詞匯教學(xué)中的應(yīng)用研究　出處：《延安大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 英語(yǔ)詞匯學(xué)習(xí) 游戲融入詞匯教學(xué) 農(nóng)村初中生

【摘要】：詞匯是學(xué)習(xí)語(yǔ)言的重要要素之一。學(xué)生對(duì)所學(xué)詞匯的掌握情況影響著其英語(yǔ)綜合能力的發(fā)展。在比較多見的詞匯教學(xué)模式(帶讀---講解---記憶)下,學(xué)生學(xué)習(xí)詞匯多以機(jī)械式的記憶為主,逐漸失去了學(xué)習(xí)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(xué)生中更為普遍。針對(duì)農(nóng)村初中生英語(yǔ)學(xué)習(xí)的實(shí)際情況,教育者很有必要應(yīng)用一種可引起學(xué)生興趣的詞匯教學(xué)方法。游戲教學(xué),簡(jiǎn)言之就是在課堂上以游戲的形式展開教學(xué),使學(xué)生在輕松地游戲氛圍中,在多樣的活動(dòng)中,抑或是在激烈的競(jìng)爭(zhēng)中,掌握教材上的目標(biāo)知識(shí),或者學(xué)到課外知識(shí)。教學(xué)中設(shè)計(jì)的游戲不是為了玩而玩,它還需要具備自身的一些特點(diǎn)。如,目的性,主體性,規(guī)則性和競(jìng)爭(zhēng)性。它最大的價(jià)值就是符合學(xué)生的認(rèn)知規(guī)律,能使學(xué)生參與到課堂學(xué)習(xí)當(dāng)中,化被動(dòng)為主動(dòng),同時(shí)可消除學(xué)生對(duì)記憶大量詞匯的排斥感,提高學(xué)生對(duì)詞匯學(xué)習(xí)的興趣。將游戲融入教學(xué)是經(jīng)過國(guó)內(nèi)外實(shí)踐證明的一種行之有效的教學(xué)方式。本研究筆者選擇富平縣流曲中學(xué)八年級(jí)的60名學(xué)生為研究對(duì)象,進(jìn)行了為期四個(gè)月的教學(xué)實(shí)驗(yàn)。本文圍繞“游戲能否激發(fā)農(nóng)村初中生對(duì)英語(yǔ)詞匯學(xué)習(xí)的興趣?”和“游戲融入英語(yǔ)詞匯教學(xué)可否提高農(nóng)村初中生的詞匯成績(jī)”這兩個(gè)問題來(lái)展開研究。研究分為三個(gè)階段:首先,實(shí)驗(yàn)前,筆者通過第一次問卷調(diào)查來(lái)了解學(xué)生學(xué)習(xí)英語(yǔ)的情感態(tài)度;其次,筆者對(duì)兩班學(xué)生進(jìn)行了四次詞匯測(cè)試來(lái)檢測(cè)游戲融入英語(yǔ)詞匯教學(xué)能否提高初中生的詞匯學(xué)習(xí)成績(jī);并在教學(xué)實(shí)驗(yàn)結(jié)束后對(duì)實(shí)驗(yàn)班學(xué)生進(jìn)行了第二次問卷調(diào)查旨在檢測(cè)游戲融入英語(yǔ)詞匯教學(xué)后,學(xué)生對(duì)詞匯學(xué)習(xí)的興趣是否有所提高。最后,筆者對(duì)問卷和測(cè)試的結(jié)果進(jìn)行了收集、整理和分析,得出了游戲融入英語(yǔ)詞匯教學(xué)的方法對(duì)提高農(nóng)村初中生的英語(yǔ)詞匯學(xué)習(xí)興趣有很大的幫助,同時(shí)對(duì)提高初中生的詞匯成績(jī)也很有成效的結(jié)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(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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