小学英语词汇教学微课的设计与应用研究

【作者】 刘丽丽；

【导师】 李晓飞；

【作者基本信息】 曲阜师范大学 ， 教育硕士（专业学位）， 2024， 硕士

【摘要】 词汇教学在英语教学中占有举足轻重的地位,是学生英语学习入门的敲门砖。但是由于词汇教学方式的机械化和单一化,导致学生词汇学习的兴趣缺失及效果不佳,这就要求教师改变英语词汇教学的方法策略。另外,借助教育信息化迅速发展的契机,国家进行基础教育课程改革。受信息化时代以及新冠疫情的影响,学校和教师越来越注重微课教学及其他现代教育技术手段教学。英语新课程标准也提出了借助信息技术扩充英语教学资源的要求,微课教学符合这一时代趋势,运用微课进行英语词汇教学已成为一种普遍的教学方法。鉴于此,本文旨在探讨如何针对小学生的特点,设计和应用英语词汇教学的微课,检验微课对学生词汇学习的成效。本文主要聚焦三个问题:学生的词汇学习现状、设计有效促进词汇学习的微课以及小学英语词汇微课的应用实践。为了深入探讨小学英语词汇教学中存在的三个主要问题,本研究综合运用了文献分析法、问卷调查法、准实验研究法和观察法。通过文献分析,梳理了小学英语词汇教学现状和英语微课的应用现状,并采纳了建构主义学习理论、第二语言学习理论、图式理论和双重编码理论作为研究的理论基础。随后,通过观察法和问卷调查法,对小学生英语词汇学习的现状以及微课在词汇教学中的效果进行了观察和调查;采用准实验研究法在教学中设置实验组和对照组,检验在小学英语词汇教学中应用微课的教学效果。本研究选取了邢台市小学三年级的两个班级作为研究对象。其中一个班级被设定为实验组,采用微课的方式进行英语词汇教学;另一个班级则作为对照组,继续使用传统的词汇教学方法。在实验过程中,收集了相关数据,并对这些数据进行了详细的分析。基于这些分析,本研究得出了以下结论:实验组的词汇学习效果较明显,利用微课开展词汇教学,学生的词汇拼写与英汉词汇互译方面的测试成绩有了明显的提升。另外,实验后,实验组采用微课进行词汇教学的课堂氛围较为积极,学生们对词汇学习的兴趣和参与度有所提升。综上所述,本研究能够丰富英语词汇微课设计的理论,扩展英语词汇教学的理论和方法,提高教学质量,改善教学现状,增强学生的英语学习能力和综合素质,为小学英语词汇微课教学的发展提供一些参考。更多还原

【Abstract】 Vocabulary teaching plays a pivotal role in English teaching and is the stepping stone for students to start up in English learning.However,due to the mechanization and simplification of vocabulary teaching methods,students’ interest in vocabulary learning is missing and the effect is not good,which requires teachers to change the methods and strategies of English vocabulary teaching.In addition,with the opportunity of the rapid development of educational informatization,the country carries out the reform of basic education curriculum.Influenced by the information age and the COVID-19 epidemic,schools and teachers are paying more and more attention to micro-course teaching and other modern educational technology teaching.The new English curriculum standard also puts forward the requirement of expanding English teaching resources with the help of information technology.Micro-course teaching is in line with the trend of The Times,and English vocabulary teaching has become a common teaching method.In view of this,this paper aims to discuss how to design and apply English vocabulary teaching according to the characteristics of primary school students,and test the effectiveness of micro-lessons on students’ vocabulary learning.This paper mainly focuses on three questions:the status quo of students’ vocabulary learning,the design of micro-lessons that can effectively promote vocabulary learning,the application effect of primary school English vocabulary micro-class.In order to explore the three main problems in English vocabulary teaching in primary schools,this study combines literature analysis method,questionnaire survey method,quasi-experimental research method and observation method.By the literature analysis,the status quo of vocabulary learning and the application status of micro-course in English vocabulary teaching are sorted out,and the constructivism learning theory,the second language learning theory,the schema theory and dual coding theory are adopted as the theoretical basis of the research.Then,through the observation method and questionnaire survey method,the current situation of English vocabulary learning and the effect of micro lessons in vocabulary teaching are observed and investigated;and experimental group and control group are set in teaching to test the teaching effect of micro lessons in primary school English vocabulary teaching.Two classes of the third grade in S City were selected in this study.One class was set as an experimental group,teaching English vocabulary teaching while the other class serves as a control group and continued to use the traditional vocabulary teaching method.During the course of the experiments,relevant data were collected and these data were analyzed in detail.Based on these analyses,the following conclusions are drawn:the vocabulary learning effect of the experimental group is obvious:using micro-courses to carry out vocabulary teaching,the students’ vocabulary spelling and English-Chinese vocabulary translation tests have been significantly improved.In addition,after the experiment,the classroom atmosphere of micro-class for vocabulary teaching was more positive,and students’ interest and participation in vocabulary learning were improved.All in all,this study can enrich the design theory of English vocabulary micro class,expand the theory and method of English vocabulary teaching,improve the teaching quality,improve the teaching situation,enhance the students’ English learning ability and comprehensive quality,and provide some reference for the development of primary school English vocabulary micro lesson teaching.更多还原