基于感知学习风格的初中英语词汇教学研究 [5]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-09-19编辑:lgg点击率:8165
论文字数:37572论文编号:org201609171752049898语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文英语词汇教学初中生英语自主学习能力
摘要:本文是初中英语教学论文,本研究通过问卷调查、测试、访谈等方法收集相关数据和信息,并用 SPSS17.0对所收集的数据和信息进行深入分析,实验结果发现:在经过基于感知学习风格的教学后,学生的英语自主学习能力显著提高,并且学生掌握英语词汇的能力也明显提高。
cate that students display a wide variety of perceptual learning style preferences. And in recent years, students’ comprehensive abilities, such as reading, listening, writing, have drawn much more attention from teachers and researchers. The most preferred perceptual learning style is tactile learning style (mean = 39.55). The second highest value is occupied by visual learners (mean = 37.45). Then come individual learners (mean = 36.24), auditory learners (mean = 36.07), group learners (mean = 33.95) and kinesthetic learners (mean = 33.48) in turn. The value of Std.Deviation illustrates that the smallest differences situate in the individual learning style, which means the divergence towards individual learning methods of most students is relatively small. The value of kinesthetic learning style’s Std. Deviation is the largest number, which means that students are distributed most widely in kinesthetic learning style.
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Conclusion
This chapter presents the research conclusion, including major findings, implications for students and teachers, limitations and some suggestions for the further research. Based on the results of the experiment, the two research questions of the experiment got positive answers respectively. The major findings based on the data collected were described elaborately in the following aspects in terms of the research questions. Firstly, the perceptual learning style approach in promoting junior high school students’ English autonomous learning ability was better than the traditional teaching method. After taught English vocabulary based on perceptual learning styles, students became more confident and interested in English vocabulary learning. They could understand their own advantages and disadvantages in learning English vocabulary. And students were informed of the knowledge of the English vocabulary learning strategies corresponding to related perceptual learning styles, which was helpful for students to choose English learning strategies that fitted in them best. Therefore, students understood clearly and flexibly what to learn, when to learn and how to learn. It could be confirmed that students’ English autonomous learning ability increased obviously. Secondly, by analyzing and comparing the results of the students’ scores of the two classes in the integrative English vocabulary tests, it turned out that there was significant difference between the two classes and the students’ scores in EC had a bigger promotion after the English  
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