探究式学习在英语词汇教学中的运用 1.docx
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探究式学习在英语词汇教学中的运用 1.docx
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探究式学习在英语词汇教学中的运用1
Abstract
Withtheurgentcallforlife-longstudyandqualityeducation,EnglishresearchershavestartedtoshowconcernonhelpingthelearnerstodevelopnotonlyEnglishskillsbutalsoEnglishlearningstrategies.Thethesisattemptstoexploretheoverallsituationofjunior-threestudents’EnglishvocabularylearninginWuxiMiddleSchool.Questionnaireisadoptedintheresearchand33junior-threestudentsofWuxiMiddleSchoolareinvolvedintheinvestigation.Thedatarevealthefollowingfindings.Firstly,moststudentsconsideredvocabularylearningisamonotonous,mechanicaltask.Secondly,vocabularylearningstrategiesusedbyjuniorstudentsareverylimited.Inquiry-basedlearning,beingoneofthestudents’studystyles,shouldbeusedinthevocabularylearningprocesstoimprovetheeffectoflearning.Therefore,somesuggestionsareputforwardforjuniorstudentstotryvariouskindsofstrategiesinordertofindthesuitablestrategieswhichcanhelpthemtolearnvocabularyeffectively.
Keywords:
inquiry-basedlearning;vocabularyleaning;vocabularylearningstrategies
摘要
现代教育的基本目标是教会学生怎样学习,这是终身学习的需要,也是知识信息爆炸的需要。
在这一目标的指导下,英语教学不仅要让学生熟练地掌握各种英语技能,还要教会学生学习英语的策略。
本论文旨在了解扬武中学初三年级英语词汇学习的总体情况。
针对学生词汇学习过程中存在的问题,本文建议把能提高学生词汇学习兴趣及记忆效率的学习方式之一——探究式学习应用到词汇学习中。
本文通过问卷调查对扬武中学初三
(一)班的33名学生进行了调查。
数据的收集来源于这33名被调查的学生所做的问卷。
调查数据结果表明:
大部分参与调查的学生认为词汇学习是一种单调、机械的活动;另外,初中生在词汇学习过程中使用的学习策略很有限。
由此可见,要改变这一现象,最根本的是要转变学生的学习方式。
本论文以英语探究学习中的策略意识为依据提出了一些词汇学习策略,以便让学生通过使用多种学习策略来找到适合自己的有效学习策略,提高词汇学习的效率。
关键词:
探究式学习;词汇学习;词汇学习策略
Contents
1.Introduction………………………………………………………………………………1
2.Literaturereview…………………………………………………………………………2
2.1TheStudiesonInquiry-basedLearning………………………………………………..2
2.1.1TheDefinitionoftheInquiry-basedLearning…………………………………...2
2.1.2TheBasicTheoreticalFoundationofInquiry-basedLearningMode…………....3
2.1.3TheBasicStepsofInquiryProcess………………………………………………4
2.1.4TheStrategiesforInquiry-basedVocabularyLearning…………………………..4
2.2ResearchQuestion……………………………………………………………………...4
3.Methodology……………………………………………………………………………….5
3.1ResearchSettingandSubjectSelection………………………………………………...5
3.2ResearchDesignandProcedure………………………………………………………...5
3.3DataCollection………………………………………………………………………….6
4.ResultsandDiscussions……………………………………………………………………6
4.1DatafromQuestionnaires……………………………………………………………….6
4.2DataAnalysisanddiscussionsofthequestionnaire…………………………………….7
4.3SomePracticalWaysofInquiry-basedVocabularyLearning…………………………..8
4.3.1ToGuideStudentstoInquire……………………………………………………..9
4.3.2ToInquirebyCo-operation……………………………………………………...10
4.3.3ToInquirebyActivities……………………………………………………….....11
5.Conclusion………………………………………………………………………………...12
References…………………………………………………………………………………...14
Appendices…………………………………………………………………………………..16
ListofAbbreviations
IBL:
inquiry-basedlearning
1.Introduction
Vocabularyisessentialtoalanguage.Itisthemostimportanttopeople’scommunicationandlanguagelearning.ZhangWeiyou(1997,citedinDavidWilkins,1972)oncesummarizedtheimportanceofvocabulary:
Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.Vermeer(1992:
274)statedclearly,“Knowingwordsisthekeytounderstandingandbeunderstood.Thebulkoflearninganewlanguageconsistsoflearningvocabulary.Grammaticalknowledgedoesnotmakeforgreatproficiencyinalanguage”.Fromthesestatements,teachersandstudentswholearnEnglishasaSecondLanguagewillknowhowimportantvocabularyis.Inmiddleschool,however,itiscommonlyseenthatmostEnglishteacherspaylittleeffortstohelpstudentslearnvocabulary.Meanwhile,mostofstudentsjustmakealleffortstomemorizethewordsmechanicallyandinefficiently.Withtimeon,theycanonlyrecallafewwordsfromwhattheyhaverecentlymemorized.Therefore,mostlearnerscomplainthatlearningandmemorizingvocabularyisverydifficultandmonotonous.
Nowadays,theEnglishCurriculumStandardsemphasizestudents’learningstyle,involvement,independentthinkingandcooperationinthecourseoflearning.Inquiry-basedlearningisoneofthekeycomponentsinthecurriculumofcomprehensive-practiceactivityinmiddleschool.Ithelpsthemstudyandprobeinitiativelyandfreely,acquireknowledge,getintoanactiveandcreativestudymethod,andremovetheirpassivestudyhabitssoastoreachthepurposeofQualityEducation.Thus,inquiry-basedlearningwillinstructstudentstolearnvocabularyeffectively.
Thepurposeofthisthesisistoinvestigatethesituationandexistingproblemsofvocabularylearning.Atthesametime,itwillexploresomevocabularylearningstrategiesandproposeseveralpracticalwaysofinquiry-basedvocabularylearningtoimprovestudents’learningeffect.
2.LiteratureReview
Inquiry-basedlearninghasbeenresearchedindifferentsubjectsbymanyscholarsbothhomeandaboard.Theresearchoftheapplicationofinquiry-basedlearninginEnglishisnotnew.Thispartprovidestheresearchworkoninquiry-basedlearning.
2.1TheStudiesonInquiry-basedLearning
2.1.1TheDefinitionoftheInquiry-basedLearning
Whatisinquiry?
Therearemanydifferentdefinitions.Theword“inquiry”originatesfromLatinword“in”,“inward”and“quaerere”.TheNationalScienceEducationStandardsofAmericadefinesinquiryas“thediversewaysinwhichscientistsstudythenaturalworldandproposeexplanationsbasedontheevidencederivedfromtheirworkalsotheactivitiesthroughwhichstudentsdevelopknowledgeandunderstandingofscientificideas,aswellasanunderstandingofhowscientistsstudythenaturalworld”.Inquiryalsoreferstoactivitiesofstudentsinwhichtheydevelopknowledgeandunderstandingofscientificideas,aswellasanunderstandingofhowscientistsstudythenaturalworld(NationalResearchCouncil,1996).AccordingtoGunter&Estes(2003),itisaprocessofaskingandansweringquestions.Studentsdevelopquestions,collectandorganizedatarelatedtothequestions,analyzethedata,anddrawinferencesorconclusionsaboutthedatatoanswertheirquestions.
Inquiry-basedlearning(IBL)isaproject-orientedpedagogicstrategybasedonconstructivistandsocio-constructivisttheoriesoflearning(Eick&Reed,2002).(Net.1)
Inquiry-basedlearningisnotaboutmemorizingfacts,butitisaboutformulationquestionsandfindingappropriateresolutionstoquestionsandissues.Inquirycanbeacomplexundertakinganditthereforerequiresdedicatedinstructionaldesignandsupporttofacilitatethatstudentsexperiencetheexcitementofsolvingataskorproblemontheirown.Carefullydesignedinquiry-basedlearningenvironmentscanassiststudentsintheprocessoftransforminginformationanddataintousefulknowledge.(Net.2)
IBLisasocio-constructivistdesignbecauseofcollaborativeworkwithinwhichthestudentfindsresources,usestoolsandresourcesproducedbyinquirypartners.Thus,thestudentsmakeprogressbywork-sharing,talkingandbuildingoneveryone'swork.(Net.1)
2.1.2TheBasicTheoreticalFoundationofInquiry-basedLearningMode
Differentlearningtheoriesareallbasedonthefoundationofdifferentlanguagetheoriesaswellastheresearchonthelanguageacquisition.AccordingtoZhangWenxia(2005),therearetwotheoriesthathavemaininfluenceonforeignlanguageteaching:
oneisthelearningtheoryofbehaviorismandtheotheristhelearningtheoryofConstructivism.JohnDewey’sphilosophyandConstructivistviewsoflearningarewidelyregardedasthebasictheoreticalfoundationofinquiry-basedlearningmode.Theinquiry-basedlearninggrowsfromthephilosophicalfoundationsofJohnDeweyaswellasthepsychologicalunderpinningsofconstructivism.Studentsparticipateinvariedhands-onactivities,posingscientificallyorientedquestions,collectingandusingevidencetoanswerquestions,evaluatingtheirexplanations,andcommunicatingresultswithothers.
2.1.3TheBasicStepsofInquiryProcess
AccordingtoGunter&Estes(2003),theintellectualstrategiesusedbyscientistscouldbetaughttoyounglearners.Itwillbedevelopedintooneapproachwidelyacceptedtoinquiry-basedlearning.
Thebasicinquiryprocessisaprocessofaskingandansweringquestions.Studentsdevelopquestions,collectandorganizedatarelatedtothequestions,analyzethedata,anddrawinferencesorconclusionsaboutthedatatoanswertheirquestionsthemselves.Thisis“thescientificmethod”appliedtosocialstudies.
2.1.4TheStrategiesforInquiry-basedVocabularyLearning
Hedge(2002:
156-157)presentsfourbasictypesoflearnerstrategytous:
1.Cognitivestrategies:
Cognitivestrategiesarethoughtprocessuseddirectlyinlearningwhichenablelearnerstodealwiththeinformationpresentedintasksandmaterialsbyworkingonitindifferentways.Examplesofcognitivestrategiesareanalogy,visualandauditoryofmemoryrepetition(i.e.imitatingamodel),writingthingsdown,andinference(i.e.makingguessesabouttheformormeaningofanewlanguageitem).
2.Meta-cognitivestrategies:
Theyinvolveplanningforlearning,thinkingaboutlearningandhowtomakeiteffective,self-monitoringduringlearningandevaluationofhowsuccessfullearninghasbeenafterworkingonlanguageinsomeway.
2.2ResearchQuestion
Withtheurgentcallforlife-longstudyandqualityeducation,themajorobjectiveofeducationisnowexperiencingashiftfromamereknowledgedelivery,a“what”issue,tohelpingthelearnerstoacquirethewaystolearn,a“how”issue.ResearchershavestartedtoshowconcernonhelpingthelearnerstodevelopnotonlyEnglishskillsbutalsoEnglishlearningstrategies.
Basedontheliteraturereviewandthesituationofst
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