【作者】 赵晨；

【导师】 王勇；

【作者基本信息】 华中师范大学 ， 学科教学（英语）（专业学位）， 2021， 硕士

【摘要】 2017年浙江省作为国务院招考制度改革试点正式实施改革方案后,英语退出高职考的考情,结合中职学生英语基础薄弱、学习能力不足等学情,致中职学生对英语重视度和兴趣度降低,英语教学面临较大挑战。2020年中职英语新课标的颁布进一步规范了中职学生的词汇知识内容要求、课程实施教学要求,并提出了职场语言沟通、自主学习等英语学科核心素养,要求教师更加注重引导学生在真实情境中开展语言实践活动,帮助中职学生发展成为高素质劳动者和技术技能人才,而以上这些质的变化都是基于词汇量积累上量的变化。故本研究在研习前人文献后以侧重词汇使用性的评价方式,旨在探讨新课标背景下基于思维导图的中职英语词汇教学对学生词汇记忆水平和词汇学习能力、词汇使用频率和得体性,词汇学习兴趣和重视度、学习习惯、思维品质等的影响,以及对英语课时量减少带来的问题是否有益。基于建构主义、知识可视化和认知心理学理论的思维导图学习工具,以网状结构形象化图解人脑的思维模式,辅助整理词汇语义网络。本研究以杭州市一所中职学校两个平行班的学生为研究对象,将这一图示工具以教材单元为单位应用于随机选取的实验班。为弥补前人研究的局限性,笔者在疫情期间利用钉钉网课延长了实验准备阶段思维导图的培训时间,在正式课堂教学阶段根据学生英语水平分层布置任务、评价作业,结合自评、互评、师评等多种监测手段,并融入省中职“面向人人”能力大赛和市中职师生能力大赛题型等让教学诊断方式更偏向于词汇的运用。通过对实验前后调查问卷、访谈、测试的数据分析,发现思维导图通过增加词汇再现率,并以构词法、词义、词性、主题等划分视角归纳整理词汇,的确能切实提高中职学生英语词汇的记忆水平、词汇学习习惯,进而改良词汇学习能力、培养词汇学习思维并提高新旧词汇的特定主题语境中的使用频率。同时中职学生在深入了解英语词汇知识体系后对英语词汇学习的重视度也逐步提升,并缓慢的对英语词汇学习兴趣产生积极影响,让英语词汇课堂教学得到了优化。然而在词汇记忆速度上、词汇使用准确性和英语学习自主性上思维导图的辅助收效甚微,且仅能稍微弥补一下英语课时不足的现实问题。笔者希望在将来能有机会照着中职英语新课标中的词汇教学目标、并在教研员的带领下更进一步探索思维导图或其他英语教学辅助工具在跨文化交际理解、思维差异感知素养中的影响作用。更多还原

【Abstract】 After Zhejiang Province officially implemented the reform plan as the pilot of the enrollment system reform of the State Council in 2017,the examination of English exiting from the vocational examination and the weak English foundation and insufficient learning ability of secondary vocational students led to the decrease of the attention and interest of secondary vocational school’s English,thus the English teaching faces a great challenge.In 2020,the promulgation of new curriculum standard of secondary vocational English further standardizes the requirements of vocabulary knowledge content and curriculum implementation teaching of secondary vocational students.It also puts forward core English disciplines such as workplace language communication and autonomous learning.Teachers are required to pay more attention to guiding students to carry out language practice activities in real situations,and help them develop into high-quality workers and technical skills talents.Those qualitative changes are all come from vocabulary accumulation.Therefore,based on the previous literature,this study aims to explore the influence of vocational school’s English vocabulary teaching based on Mind Map on the students’ vocabulary memory level,vocabulary learning ability,vocabulary usage frequency and appropriateness,interest and attention in vocabulary learning,English vocabulary learning habits,and English vocabulary thinking quality Ring,as well as whether do benefit to decrease the bad effects of limited time.Based on constructivism,knowledge visualization and cognitive psychology theory,the mind map learning tool is used to visualize the human brain with network structure,which helps organize the semantic network of vocabulary.This study takes students from two parallel classes in a secondary vocational school in Hangzhou as the research object,and applies this graphic tool to randomly selected experimental classes according to units of textbook.In order to make up for the limitations of previous studies,the author extended the training time of mind map in the preparation stage by Dingding online-class during the epidemic.In the formal classroom teaching stage,tasks and evaluation assignments were arranged according to the students’ English level,and combined with self-evaluation,mutual evaluation and teacher evaluation,the author integrated the types of items of Zhejiang secondary vocational "facing all" ability contest and Hangzhou secondary vocational school teachers and students’ ability to make the diagnosis more inclined to the use of vocabulary.By data analysis of questionnaires,tests and interviews before and after the experiment,mind map indeed can help students improve vocabulary learning ability,cultivate vocabulary learning thinking traits and improve the using frequency of learned vocabulary in a specific context,through increasing the rate of vocabulary reproduction and summarizing vocabulary arranged from the perspectives of word construction,word meaning,part of speech,theme and so on.Meanwhile,the secondary vocational students pay more attention to English vocabulary learning after they have a deep understanding of the knowledge system of English vocabulary,and slowly have a positive impact on the interest in English vocabulary learning,which makes the English vocabulary classroom teaching optimized.However,the aid of mind map has little effect in terms of vocabulary memory speed,vocabulary usage accuracy and English learning autonomy,and it can hardly make up for the practical problems of the lack of English class hours.The author hopes to have the opportunity to further explore the influence of thinking map or other English teaching aids in cross-cultural communication understanding and thinking difference perception literacy,following the vocabulary teaching objectives in the new curriculum standard of secondary vocational English,under the guidance of the teaching researcher,更多还原