【作者】 李艳红；

【导师】 翟乃海；

【作者基本信息】 山东师范大学 ， 教育硕士（专业学位）， 2019， 硕士

【摘要】 词汇教学是英语教学的重要组成部分,因此提高英语词汇教学的效率具有十分重要的意义。思维导图作为一种非线性的可视化知识表征工具、思维激发工具和思维整理工具,已被广泛应用于中小学英语词汇教学中,但思维导图在中职英语词汇教学中的应用研究相对不足。因此本文在梳理以往研究成果的基础上,将思维导图应用于中职英语词汇教学,旨在探究思维导图在中职英语词汇教学中的积极作用。本文的研究问题有三:1)思维导图能否提升中职生的词汇学习兴趣?2)思维导图对中职英语词汇教学效率有何影响?3)思维导图应用于词汇教学对不同英语水平的中职生的作用有何不同?为解决以上研究问题,本文以淄博电子工程学校高二两个平行班共107人为研究对象,采用问卷调查法、实验法和访谈法展开实证研究。本研究使用SPSS20.0统计软件对两个班级共100名学生的两次词汇测试成绩和五次单词听写成绩的数据结果进行系统的分析;使用Excel对两次调查问卷进行分析;最后根据后测成绩从中高水平学生和低水平学生中各随机抽取3名共6名学生进行访谈并对结果进行分析。研究发现:1)思维导图能显著提升中职生英语词汇的学习兴趣。一方面,作为一种整合了节点、图形、线条、色彩等元素的可视化工具,思维导图能够改变传统词汇教学的单调性。另一方面,绘制词汇思维导图提升了学生的自主学习意识、参与意识与合作学习意识;2)思维导图有助于提高学生词汇提取和再现的数量并扩大其词汇量。词汇测试和听写数据结果表明,经过一学期的实验,实验班的词汇水平不仅明显优于对照班,而且自身持续上升;3)思维导图对不同水平学生的词汇学习影响效果不同—对中高英语水平学生的积极作用优于对低英语水平学生的作用。基于研究发现,本文提出了相关的研究启示。最后,鉴于本研究的启示和局限性,本文对今后的研究提出了相关建议。更多还原

【Abstract】 Vocabulary is an important part of English teaching,so it is of great significance to improve the efficiency of English vocabulary teaching.As a nonlinear visualization tool for knowledge representation,thinking stimulation and thinking reorganization,mind mapping has been widely used in English vocabulary teaching in primary and middle schools,but the application of mind mapping in English vocabulary teaching in secondary vocational schools is relatively inadequate.Therefore,on the basis of the previous research,this paper applies mind mapping to English vocabulary teaching in secondary vocational schools,aiming at exploring the positive effects of mind mapping on English vocabulary teaching in secondary vocational schools.There are three research questions in the study: 1)can mind mapping improve the secondary vocational school students’ interest in English vocabulary learning? 2)what effects will mind mapping have on secondary vocational school students’ vocabulary learning efficiency? 3)what effects will mind mapping have on students of different English proficiency levels in secondary vocational schools ?In order to find answers to the research questions,the author selected 107 students in two parallel classes in Grade Two from Zibo Electronic Engineering School as the research subjects,and carried out an empirical study by questionnaire,test,dictation and interview.In this study,SPSS 20.0 statistical software was used to systematically analyze the results of two vocabulary tests and five dictations;Excel was used to analyze results of the two questionnaires.Finally,according to the results of the post-test,three middle-high English achievers and three low achievers were randomly selected to do the interview.Data analyses indicate that the experimental class participants achieved statistically significant and substantially higher improvement than students in the control class.Specifically the main findings are: 1)mind mapping can significantly enhance the secondary vocational school students’ interest in English vocabulary learning.On one hand,as a visual knowledge tool,mind mapping integrates elements such as nodes,graphics,lines and colors to attract students’ visual attention,whichhas changed the monotonousness of conventional vocabulary teaching and learning method.On the other hand,mind mapping technique enhances students’ awareness of autonomous learning,participation and cooperative learning;2)mind mapping can help students extract and reproduce more words and expand their vocabulary.The results of vocabulary tests and dictations show that after one semester’s experiment,the vocabulary level of the experimental class is not only significantly better than that of the control class,but also continuously rising;3)mind mapping has different effects on students of different English levels in vocabulary learning and the positive effect on middle-high English achievers is better than that on low English achievers.Based on the findings of the study,this paper puts forward the implications.Finally,in view of the implications and the limitations of the study,suggestions for future research are put forward.更多还原