【作者】 王潇；

【导师】 丁瑶；

【作者基本信息】 西北师范大学 ， 学科教学（英语）（专业学位）， 2019， 硕士

【摘要】 如今随着信息技术的快速发展,教育领域的新型教学模式已经进入了我们的视野。但是关于职业院校微课教学的研究文献相对较少,关于职业学校英语词汇教学的研究则较少。英语词汇深度知识的掌握和记忆是长期困扰职业学校学生学习英语的一个严重问题。因此,本文旨在研究微课在职业学校英语词汇深度知识教学中的影响,通过开发设计微课,探究微课的实际应用效果并根据出现问题提出具体的改进建议。本文选取兰州某职业院校的两个平行班级各50名学生为研究对象,主要从测试卷、调查问卷和访谈三方面来实施研究,同时对数据结果进行收集,并从以下两个研究问题进行分析:1.微课的应用能否提高职业学校学生的词汇成绩?2.在职业院校学生词汇习得过程中,微课在哪些方面受到了影响?本文先是从微课的定义及其具备的特点进行分析,并且也通过查阅相关的文献,对国内外微课的发展状况有了较深入的认识,同时对词汇学习的探索和有关理论知识有着深入的了解,为后续的研究打下坚实的基础。其次,本文借助问卷调查法来认识实验班和控制班的学生在英语词汇学习和微课教学持有的观点,从而为后续词汇微课的设计及其开发给予了相关的依据。在确定微课选题和完成学情分析、教学内容和教学目标分析等前期工作后,开展了微课的教学设计并在两个班进行试验。最后,本文采用的研究方法为双组实验设计。基于此种研究方法,本文联合两个班词汇前测、后测成绩的独立样本检验与实验班成绩的相关样本检验三方面来探索微课对职业院校学生英语词汇深度知识的影响。研究结果如下:首先,经过一个学期的实验,根据英语词汇深度知识测试卷,对实验班和对照班的英语词汇得分进行统计分析。结果显示,通过微课进行词汇教学有效地提高了实验班学生的英语词汇分数,表明在职业院校学生的英语词汇深度知识习得的过程中,微课的辅助确实能够影响高职学生英语词汇知识的习得。其次,通过调查问卷和访谈,发现运用微课教学后学生的学习兴趣和学习态度有了明显的提高,大部分学生也肯定了微课教学模式对提高英语水平的积极作用。第三,在问卷调查和访谈中发现,学生认为微课的帮助可以帮助他们更好地记忆词汇,提高他们的词汇水平,使他们对词汇学习策略有了新的认识。最后,基于实验研究的基础上,本文讨论了此研究成果对职业学校英语词汇教学所产生的影响。并且对此实验研究所存在的不足进行了相关的说明,旨在便于今后更加深入的开展相关研究。更多还原

【Abstract】 At present,with the fast development of information technology,the new teaching mode in the field of education has entered our field of vision.However,there are relatively few researches on micro-lecture teaching in vocational schools,and few researches on English vocabulary teaching in vocational schools.The mastery and memory of English vocabulary depth knowledge is a serious problem that has long been troubling vocational school students in learning English.Therefore,this thesis aims to study the influence of micro-lecture on English vocabulary depth knowledge teaching in vocational schools,explore the practical application effect of micro-lecture by developing and designing micro-lecture,and propose specific suggestions for improvement according to the problems.This thesis selects 50 students from two parallel classes of a vocational school in Lanzhou as the research objects.It mainly conducts research and data collection by means of test papers,questionnaires and interviews,and analyzes the following two research questions: 1.May the use of micro-lectures improve students’ vocabulary scores in vocational schools? 2.In the process of vocabulary acquisition of students in vocational schools,what aspects have been affected by micro-lectures?Firstly,the author conducts literature exploration,at the same time studying on the definition and distinguishing feature of micro-lecture,development process of micro-lecture at home and abroad,vocabulary learning research and correlative studying theories.Then,by means of questionnaire survey,students in the experimental class and control class are understood about their views on English vocabulary learning,as well as their attitudes and views on micro-lecture teaching,so as to provide design standard for the establish and development of micro-lecture.After determining the subject choice of micro-lecture and accomplishing the preliminary work of learning situation analysis,teaching content and teaching goal analysis,the teaching design of micro-lecture was carried out and tested in two classes.Finally,through the research method of two-group experiment design,independent sample test of pretest and post-test scores of two classes and relevant sample test of experimental class scores,the influence of micro-lecture on English vocabulary depth knowledge of vocational college students is analyzed.The research results are as follows: first,after a semester of experiments,according to the English vocabulary depth knowledge test paper,the experimental class and the control class of English vocabulary score statistical analysis.The results show that the teaching and studying of vocabulary by micro-lecture properly ameliorates the English vocabulary scores of students in the experimental class,which indicatesthat the assistance of micro-lecture can indeed affect the acquisition of English vocabulary knowledge of students in vocational schools.Secondly,through questionnaires and interviews,it is found that students’ learning interest and attitude have been significantly improved after micro-lecture teaching,and most students also affirm the positive role of micro-lecture teaching model in improving English proficiency.Thirdly,in the questionnaire survey and interview,it is found that students believe that the help of micro-lecture can help them better memorize vocabulary,improve their vocabulary level and make them have a new understanding of vocabulary learning strategies.Finally,based on the summary of this research,this thesis discusses the implications of this research on English vocabulary teaching in vocational schools.At the same time,some limitations of the experimental study are pointed out,which will be helpful for further research.更多还原