ENG导学案在高中词汇教学应用研究内蒙.docx

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1、 内蒙古师范大学硕士学位论文 中 文 摘 要 随着高中英语新课程的全面实施，高中英语传统的教学模式已越 来越不适应素质教育改革的需求。高中英语课程标准指出 “ 基础 教育阶段英语课程的任 务是激发和培养学生的兴趣，使学生树立自信 心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能 力，因而高中阶段英语教学的重点是培养学生英语自主学习能力。在 目前的高中英语词汇教学中，以老师 “主讲 ”，学生 “主听 ” 的现象 依然处处可见，学生缺乏主动学习的积极性和主动性。因此，如何适 应素质教育改革的需求，充分发挥学生的主体性，激发和调动学生学 习的积极性，培养学生自主、探究和合作的学习方式，如

2、何从学生实 际角度出发，探讨如何设计出能够满足学生需要的高中英语导学案成 为一种迫在眉睫的要求。 本文作者在研 究大量教育教学理论和新型的教学模式基础上，在 包头市第三十三中学实施学案导学教学模式。该模式坚持以学生为 本，以学生的发展为本，其精髓是学生在教师指导下，学生自主学习， 主动探究，把被动接受学习的过程变成主动发现知识，掌握科学学习 方法的过程。为更好地提高学生的英语自主学习能力，本文作者结合 对学生实际情况的问卷，进行了为期一个学期的应用导学案进行英语 词汇教学的教学实验研究，以探寻在高中英语课堂教学中运用学案导 学培养学生的自主学习能力的有效性和实用性。本研究以自主学习理 论、建构

3、主义理论，在英语词汇教学 中运用导学案指导学生，培养学 生自主学习能力和自主学习策略和提高学生的词汇应用能力。通丈导 内蒙古师范大学硕士学位论文 学案教学在高中英语词汇的应用对高一学生进行了一个学期的教学 实验，研宄对象是包头市第三十三中学高一年级五班和六班的两个平 行班。实验班 （ 50) ， 对照班 （ 50)人进行了问卷调查、访谈和英语 词汇能力测试。实验前作者对两个班的学生做了词汇能力测试（总分 100 分）结果发现两个班成绩差距不大，可以作为平行班进行实验教 学。在实验中作者在实验班应用导学案教学教授英语 词汇；而在对照 班仍然采用传统的词汇教学模式。经过一个学期的教学实验，作者又

4、在两个班进行了词汇后测总分 （ 100 分 ） 。并且对结果进行了整理和 分析。对照实验数据结果，实验班后测均分 62.4,前测均分 53.2;对 照班后测均分 56.4,前测均分 53.7。结果表明实验班的词汇成绩明显 优于对照班。词汇能力测试结果表明，导学案在高中英语的词汇教学 中的运用满足学生实际需求的方面优于传统词汇教学法。因此导学案 在英语词汇教学的应用能够提高学生的词汇应用能力。此外，通过问 卷调差和学生访谈反映出导学案教学的应用有助于培养学生的英语 自主学习能力和加强学生自主思考能力。 本研究表明了导学案教学在高中英语词汇教学中的应用能够提 高学生的词汇应用能力和有助于培养高中生

5、英语的自主学习能力。 关键词 ：导学案，应用，英语词汇教学，高中生，教学实验，自主学 内蒙古师范大学硕士学位论文 ABSTRACT With the full implementation of the new curriculum in English of the senior high school, traditional English teaching model in the high school has become increasingly unsuited to the needs of quality education reform. New Curriculum S

6、tandard for English teaching points out that the task of English curriculum basic education is to stimulate the interest of students and to help the students build confidence, develop good study habits, form effective learning strategies and develop their ability of autonomous learning. Therefore, t

7、he stress of English teaching in senior high schools should be laid on cultivating students autonomous learning ability in English. As a result, it has been one of the main tasks of teaching reform to satisfy the needs of quality education reform by elaborating students subjectivity, inspiring and a

8、rousing the enthusiasm of students learning, developing students independence, exploration and cooperative learning, causing students learning substantive changes. However, the phenomenon is still seen everywhere that teachers are always indoctrinating the students who lack active learning motivatio

9、n and initiative in present English teaching. Therefore, to explore how to HI 内蒙古师范大学硕士学位论文 design an excellent English guided learning plan which can satisfy the needs of students in senior high school becomes an urgent requirement. At present, therefore, in order to really get over the disadvantag

10、es of examination-oriented education and to teach students to learn, BaoTou No.33 Middle School, which the author works in begins to develop students autonomous learning ability through teaching with Guided Learning Plans based on quantities of teaching theories and applying teaching models. The aut

11、hor presents a study of teaching vocabulary with Guided Learning Plans upon senior one student in one semester with the aims of exploring the effectiveness of vocabulary teaching as well as learning and foster students autonomous learning ability to meet the needs of the students, which are based on

12、 autonomous learning theory, constructive learning theory. Through a semester of teaching, the author conducted one questionnaire, interview and two tests on senior one student (100 students) from two classes - class five is experimental class with 50 students and class six is control class with 50

13、students who are taught by the author, adopting guided learning plans in vocabulary teaching in the experimental class (class 5) while the class six still adopts the traditional vocabulary teaching method. Before the experiment, the author conducts a vocabulary text (100 marks) in the two classes as

14、 a pre-test; the results indicate that there is a slight difference between two classes, so the two classes are comparative. At the last week of this IV 内蒙古师范大学硕士学位论文 semester, the author again tests the two classes using another vocabulary test (100 marks) as a post-test, the means scores of post-t

15、est in the experimental class is 62,4 while their score of pre-test is 53.2; the means score of the post-test in control class is 56.4 while their score of pre-test is 53.7. After a semester of application, it can be seen the teaching effect is obvious. The results show the application of the Guided

16、 Learning Plan in the vocabulary teaching is much better than that of the traditional vocabulary teaching method. Thus the application of the Guided Learning Plan in the vocabulary can improve the students vocabulary usage ability. Besides, the use of the guided Learning Plan for teaching vocabulary

17、 really performs better in fostering students autonomous ability as well as strengthens learners ability of autonomous thinking. The study has indicated that application of GLP in the vocabulary teaching has a positive teaching effect. On the one hand, it can improve students vocabulary usage abilit

18、y as well as enlarge their vocabulary; on the other hand it can foster students autonomous learning ability in learning English. KEY WORDS: Guided Learning Plans, Application, English Vocabulary Teaching， Senior School Students， Teaching Experiment， the autonomous learning v 内蒙 古师范大学硕士学位论文 C o n t e

19、 n t s Chinese Abstract . I English Abstract . Ill Chapter One Introduction . 1 1.1 Background of Present Study . 1 1.1.1 The Problems of the Students at Present . 2 1.1.2 The Problems Existing in the Teaching . 2 1.2 The Purpose and Significance of Present Study . 3 1.3 Structure of the Thesis . 4

20、Chapter Two Literature Review . 6 2.1 A Brief Review of the Guided Learning Plan Teaching Model. . 6 2.1.1 Definition of Guided Learning Plan . 6 2.1.2 Basic Characteristics of the Guided Learning Plan Model Teaching . 7 2.2 Issues of the Guided Learning Plan Model Teaching in Implementation . 8 2.2

21、.1 the Principles of the Implementation of the Guided Learning Plan Model Teaching . 8 VI 内蒙古师范大学硕士学位论文 2.2.2 the Teaching Demands of the Guided Learning Plan Model Teaching . 8 2.2.3 the Steps of the Guided Learning Plan Model Teaching-a case of vocabulary teaching . 10 2.2.4 The differences betwee

22、n teaching plan and guided learning plan . 11 2.3 Current Research and Implementation of the GLP in China . 12 2.3.1 The application of GLP at Home . 12 2.4 The Related Theory of Present Study . 16 2.4.1 Autonomous Learning Theory . 16 2.4.2 Constructive Learning Theory . 18 2.4.3 Zone of Proximal D

23、evelopment . 20 2.4.4 Meaningful Learning . 23 Chapter Three Research Methodology . 25 3.1 Research hypothesis . 25 3.2 Subjects . 25 3.3 Instruments of the study . 26 3.3.1 Vocabulary Test . 26 3.3.2 Questionnaire . 27 3.3.3 Interview . 27 3.4 Procedures of the Research . 28 3.5 Data Collection . 3

24、6 VII 内蒙古师范大学硕士学位论文 3.5.1 Tests . 36 3.5.2 Questionnaire . 37 3.5.3 Interviews with Students . 37 Chapter Four Results and Discussion . 38 4.1 Analysis and Discussion of the test results . 38 4.2 The Results and Discussion about Students Questionnaire . 41 4.2.1 Students Attitude to the GLP . 41 4.2

25、.2 Ability of Autonomous Learning . 43 4.2.3 Awareness of Cooperation . 46 4.3 Analyze and Discussions about Interview . 46 Chapter Five Conclusion . 48 5.1 Major Findings . 48 5.2 Limitation . 50 5.3 Implication for the further study . 50 Bibliography . 52 APPENDIX 1 . 54 APPENDIX II . 56 APPENDIX

26、III . 59 APPENDIX IV . 61 APPENDIX V . 65 Acknowledgments . 67 VIII Chapter 1 Introduction Chapter One Introduction 1.1 Background of Present Study In 2001, the Ministry of Education issued The National Curriculum Standards for English Education in the senior high school, marking the start of the ne

27、w basic education curriculum reform in China. In the teaching process, it requires that teachers should interact with students actively to achieve the mutual development, strike a proper balance between knowledge transmission and development capacity. It also requires that teachers should guide the

28、students to query, investigate, discuss and study in practice and help the students to study independently and individually. At the same time, for senior school, the issue of English Curriculum Standards sets higher requirements on teaching and learning methods as well. It further puts forward to op

29、timize students6 learning style and improve the ability of autonomous learning so as to cultivate the ability of life-long learning. As for the vocabulary teaching in senior high school, New English Curriculum Standards of Senior High School (hereafter New Standards) issued in 2003 by Education Mini

30、stry not only requires a larger vocabulary of students but also the ability to use it, which is a high demand for senior students. It is known that as one of the three elements of language, vocabulary is the basis of English learning .Vocabulary is a basic unit for language, so what the words to Eng

31、lish learning is what bricks to a high building, without words, learning English is unrealistic, to learn certain words is the first step to develop listening, reading, writing as well as speaking. As the saying goes99 the people who get the heart of the world will get the power, the students who kn

32、ow a large amount of vocabulary can get higher scores. However, at present, there are some problems existing in English vocabulary learning and vocabulary teaching in the authors school. 内蒙古师范大学硕士学位论文 1.1.1 The Problems of the Students Vocabulary Learning at Present Vocabulary is one of three elemen

33、ts of language, which is the basis of studying English well. It is known that vocabulary is a basic unit for language; however, the main problem of senior high school students is that they remember the vocabulary mechanically and the ability to use vocabulary is quite poor. So vocabulary teaching an

34、d learning are the hardest and toughest parts, which should be overcome by both teachers and students, on the one hand, The New Standards in 2003 stated that the senior high school students not only should master 3500 words which are larger than before, which obviously is a high demand and challenge

35、 for students at present. On the other hand, as our school is an ordinary school, most of them are from the countryside or suburb and their foundation of English is quite poor. Whats more, the majority of students and their parents dont pay attention to the importance of English. Worse still, some s

36、tudents of the author school lack interests in learning English. Their autonomous learning ability is very poor. Above all， most of students dont develop a good habit and methods of learning English， for examples, students dont like to read aloud, recite the articles, students don like to take down

37、notes. All in all， the students in authors school do not have effective learning methods; they have not formed good learning habit. Therefore, their vocabulary learning of English is ineffective. Firstly, the reality for our school students is that they never stopped memorizing vocabulary but compar

38、ed with the vocabulary that they recall, their efforts seem in vain. Secondly, students have a small vocabulary and vocabulary usage ability is quite poor. 1.1.2 The Problems Existing in the Teaching of English Vocabulary Compared to the problems existing in the students, there are also some problems in the English teaching, in particular, the vocabulary teaching. A large number of the teachers are still using the tr