英語單詞是英語學(xué)習(xí)的一個(gè)組成部分并且在英語中起著很重要的作用。學(xué)生的單詞量越豐富,就能越快地提高學(xué)生的英語熟練度。然而單詞的有效記憶卻一直困擾著廣大的學(xué)習(xí)者和教育者。在初中英語單詞學(xué)習(xí)中,學(xué)生大多是一遍遍的讀,機(jī)械的背誦。然而隨著初中英語單詞難度和數(shù)量上增加,學(xué)生記憶單詞壓力很大,因而感到不知所措。隨著時(shí)間的推移,學(xué)過的單詞很容易快速的被忘記,特別是英語基礎(chǔ)差的學(xué)生逐漸地喪失了對英語學(xué)習(xí)的信心和興趣。因此,如何改善英語單詞的教學(xué)方法便成為人們關(guān)注的焦點(diǎn)。本研究為了改變和提高初中英語教與學(xué)的現(xiàn)狀,提出了在初中英語單詞的教學(xué)中運(yùn)用思維導(dǎo)圖。根據(jù)大腦科學(xué),可視化和發(fā)散性思維理論可知,思維導(dǎo)圖是可視化工具,充分的借助色彩、圖畫、代碼和多維度等手段把注意的焦點(diǎn)清晰地集中在中央圖形上。與此同時(shí),思維導(dǎo)圖是一個(gè)放射性的思維方式,可以平衡學(xué)生的左右腦,訓(xùn)練大腦潛力去提高他們的記憶力。在本文中,作者在初中英語單詞的教學(xué)中運(yùn)用思維導(dǎo)圖試圖找到一個(gè)好的教學(xué)法去提高學(xué)生的發(fā)散性思維,單詞長時(shí)記憶和英語學(xué)習(xí)興趣。本研究應(yīng)用思維導(dǎo)圖于初中英語單詞的教學(xué)旨在研究四個(gè)問題:(1)初中英語學(xué)習(xí)的現(xiàn)狀如何?(2)運(yùn)用思維導(dǎo)...

【文章頁數(shù)】：78 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgement
Abstract
摘要
Chapter 1 Introduction
    1.1 The Background of the Research
    1.2 The Significance of the Study
    1.3 The Structure of the paper
Chapter 2 Literature Review
    2.1 Definition of Related Terms
        2.1.1 Definition of Mind Map
        2.1.2 Definition of Words and Memory
        2.1.3 Definition of English Words Map
        2.1.4 Definition of English Words Teaching
    2.2 The Previous Research on Mind Map
        2.2.1 Foreign Research on Mind Map
        2.2.2 Domestic Research on Mind Map
        2.2.3 Previous Research on the Application of Mind Map to English WordsTeaching
        2.2.4 Summary
    2.3 Theoretical basis
        2.3.1 The Brain Science theory
        2.3.2 The theory of Knowledge visualization
        2.3.3 Radiant thinking
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
        3.3.3 Test
    3.4 The Experimental Procedure
        3.4.1 The preparation Stage
        3.4.2 The Implementation Stage
        3.4.3 Post-Implementation Stage
    3.5 Teaching Case of Module10 The Weather
        3.5.1 Classroom Implementation Background
        3.5.2 Classroom Teaching Recording
    3.6 The Data Collection
        3.6.1 Pre- experiment Data Collection
        3.6.2 While- experiment Data Collection
        3.6.3 Post- experiment Data Collection
Chapter 4 Results and Discussion
    4.1 Results and Discussion of the tests
        4.1.1 Results and Discussion of English proficiency test
        4.1.2 Results and Discussion of Pre-dictation test
        4.1.3 Results and Discussion of the Daily Dictations test
    4.2 Results and Discussion of the Questionnaires
        4.2.1 Results and Discussion of Pre- Experiment Questionnaire
        4.2.2 Results and Discussion of Post- experimental questionnaire
    4.3 Results and Discussion of the Interview
Chapter5 Conclusion
    5.1 Major findings
    5.2 Implication
    5.3 The Limitations of this Study
    5.4 Suggestions for Further Research
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ



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