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故事教学法在农村地区小学英语词汇教学中的推广思考

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2022-06-06编辑:vicky点击率:1166

论文字数:论文编号:org202205260934459568语种:英语 English地区:中国价格:$ 44

关键词:小学英语教学论文

摘要:本文是一篇小学英语教学论文,本文通过对南林溪小学五年级一班和二班学生的英语词汇测试、问卷调查和教学实验,研究结果如下。首先,故事教学法可以提高农村小学生的英语词汇学习兴趣,使他们的英语词汇多样化。

本文是一篇小学英语教学论文,笔者认为故事教学法符合英语教学改革的需要。为了提高农村小学生英语词汇的教学效果,有必要实施和推广这一方法。

Chapter Ⅰ Introduction

1.1 Research Background

With the economic and social development and the emergence of a large numberof left-behind children, great importance has been attached to the rural Education bypeople from all walks of life and the national government. The report of the 19thNational Congress of Communist Party of China lists how to improve rural educationpolicy, such as to gain more attention to education especially rural education, clearlyput forward the construction of education fairness, increase spending on ruraleducation funds, establish people’s satisfactory education. It can be found from aseries of the national policies that it is of great practical significance to strengthen theresearch on rural education. According to the research of Gass & Selinker (2008) onsecond language learners, the vocabulary mistakes of learners are four times as manyas the grammatical mistakes. In all stages of English learning, vocabulary is thesmallest component of language acquisition and can be used independently Certainsyntactic and semantic relationships exist between English words and thus conveycertain meanings. Vocabulary teaching not only teaches the pronunciation andmeaning of words but also learns and understands the connotation of words and textsby listening and speaking, reading and writing, analyzing, and other language skills,to convey the meaning that the author wants to express. Vocabulary is one of the threecore elements of English and the basis of English learning, is also the structure ofEnglish materials. The basic premise of being good at English is to have a largevocabulary. Thus, to grasp the vocabulary is the priority of teaching tasks. At presentmoment, the teacher mainly takes the guided learning plan. Students must master thevocabulary and appropriately accumulate the derivatives related to words. The teacherexplains the sound and meaning of the words and the common collocation, which canimprove the students' academic performance. However, it cannot be bound with therequirements in the English Curriculum Standards for Compulsory Education (2011Edition). In addition to helping students realize that they should use the vocabularythey have learned in class, vocabulary teaching also needs to stimulate students’thinking and cognitive ability through the introduction and compilation of stories. Atpresent, most primary school English teachers examine vocabulary memorization bydictation. This method only checks students’ mechanical memorization but not involve how the vocabulary is applied. 

1.2 Research Objectives

Given the present traditional English teaching, primary school students tend tolose interest in English vocabulary learning and not improve their performance inEnglish vocabulary. Therefore, this study aims to understand the current situation ofprimary school students’ mastery of English vocabulary and try to analyze whetherthe application of story teaching method can help primary school students’ vocabularylearning, and improve their interest and performance.

On the theoretical level, stories are closely related to students' growth and playan important role in broadening students' horizons and accumulating knowledge. inthis sense, teaching materials with specific story themes, should be selected tostimulate students’ interest in lear论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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