情境教学法在初中英语词汇教学中的应用研究

【作者】 王海丽；

【导师】 王显明；

【作者基本信息】 曲阜师范大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 语音、词汇、语法是构成语言的三大要素,词汇是发展语言技能的重要基础。因此,要把词汇教学和词汇学习置于重要位置。笔者在实习学校见习期间,发现初中生英语词汇教学现状不容乐观,主要存在以下三方面的问题。一是学生学习方法方面,依然照搬传统的死记硬背式的记忆方法,导致词汇学习效果不佳;二是学生学习态度方面,对英语词汇学习重视程度不高,对英语词汇学习缺乏兴趣;三是教师词汇教学方法方面,教学方法缺乏创新,大部分教师仍然沿袭传统的翻译法进行词汇教学。因此,进行词汇教学方法创新势在必行。情境教学法是指通过教师演示具体的形象,达到有效甚至高效教学的目的一种教学方法。但是在现实教学中并未充分将情境教学法付诸实践。鉴于上述情况,本研究将情境教学法运用于初一英语词汇教学,以期改进学生的学习方法、优化其词汇学习效果、提升其词汇学习动机。研究采用对比实验法、问卷调查法和访谈法进行。实验法选取两个平行班分别作为实验班和对照班,实验班50人,对照班51人,在实验班运用情境教学法进行词汇教学,并指导学生创设情境自主学习词汇,对照班以翻译法为主要词汇教学方法。在实验前后分别对两班学生进行词汇检测,在实验班发放问卷对实验前后生学习兴趣进行调查,并对不同水平的学生进行词汇学习兴趣访谈。本研究解决了以下三个问题:(1)情境教学法能否改善学生词汇学习的效果?(2)情境教学法对不同水平学生的词汇学习影响是否存在差异?如果是,差异如何?(3)情境教学法能否提升学生词汇学习兴趣?如果能,对不同水平的学生影响如何?实验后收集相关数据,并使用SPSS24.0对数据进行系统地分析和讨论。结果发现,情境教学法能够改善学生词汇学习的效果,实验班学生的词汇成绩较对照班明显提高。情境教学法对不同水平学生的词汇学习影响存在差异,且对于低等水平学生效果最明显,中等水平学生较为明显,高水平学生影响较小。情境教学法能够提升学生英语词汇学习的兴趣,且对中、低水平的学生的影响较大,对高水平学生影响较小。本文的研究有以下启示:首先,一线教师应加强对情境教学的研究与应用,并且结合学生与时代特征进行教学情境创新,以便更好地服务于英语教学。其次,教师在进行情境教学设计时,要充分考虑学生的现实基础和主观体验,合理地选择情境,因材施教。再次,情境教学后要进行及时反思与评价,在不断地改进中促进教书育人事业的发展。最后,教育对象的多样性决定了教师劳动的复杂性,因此课前充足的准备工作意义重大。更多还原

【Abstract】 Phonetics,vocabulary,and grammar are the three major elements of language,and vocabulary is an important foundation for developing language skills.Therefore,vocabulary teaching and vocabulary learning must be placed in an important position.During my internship in the practical school,the author found that the current situation of junior high school students’ English vocabulary teaching and learning was not optimistic,and there were mainly the following three problems.The first was that students still copied the traditional rote memorization method,which leaded to poor vocabulary learning effect.Second,they did not pay much attention to English vocabulary learning and were in lack of interest in English vocabulary learning.In terms of vocabulary teaching methods,teachers were in lack of innovation in English vocabulary teaching methods,and most of the teachers still followed the traditional translation method for vocabulary teaching.Therefore,it was imperative to innovate in vocabulary teaching methods.Situational teaching method refers to a teaching method that achieves the purpose of effective and even efficient teaching through the teacher’s demonstration of a specific image.However,the situational teaching method had not been fully put into practice in actual teaching.In view of the above situation,this research applied the situational teaching method to English vocabulary teaching in the first year of junior high school in order to improve students’ learning methods,optimize their vocabulary learning effects,and enhance their vocabulary learning motivation.The research adopted comparative experiment method,questionnaire survey method and interview method.The experimental method selected two parallel classes as the experimental class and the control class,with 50 students in the experimental class and 51 students in the control class.In the experimental class,the situational teaching method was used for vocabulary teaching,and students were guided to create context to learn English vocabulary autonomously,and in the control class translation method was used as the main vocabulary teaching method.Before and after the experiment,students in the two classes were tested for their vocabulary.In the experimental class,questionnaires were issued to investigate the vocabulary learning interest of the students before and after the experiment,and students of different levels were interviewed.This research solved the following three problems:(1)Can the situational teaching methods improve the effect of students’ vocabulary learning?(2)Are there differences in the impact of situational teaching methods on vocabulary learning of students of different levels? If so,what is the difference?(3)Can situational teaching methods enhance students’ interest in vocabulary learning? If so,how will it affect students of different levels?After the experiment relevant data was collected,and the auther used SPSS24.0 to analyze and discuss the data systematically.Data analyses showed that the situational teaching methods can improve the effect of students’ vocabulary learning,and the grades of vocabulary test of students in the experimental class was significantly improved compared with that of the control class.The situational teaching methods had different effects on the vocabulary learning of students of different levels,and the effect was most obvious for lower-level students,more obvious for the middle-level students,and they had less influence on the high-level students.The situational teaching methods can enhance students’ interest in English vocabulary learning,and had a greater impact on middle-level and low-level students,and less impact on high-level students.This research has the following enlightenment: First,front-line teachers should strengthen the research and application of situational teaching,and combine characteristics of the students and the times to carry out situational teaching innovation in order to serve English teaching better.Secondly,when designing teaching situation,teachers should fully consider students’ realistic basis and subjective experience,choose situations reasonably,and teach students in accordance with their aptitude.Thirdly,timely reflection and evaluation should be carried out after situational teaching,and the development of educating people can be promoted in continuous improvement.Finally,the diversity of educational objects determines the complexity of teachers’ labor,so adequate preparation before class is of great significance.更多还原