认知叙事学理谈在高中英语词汇教学中应用探讨

论文片段—也存在一定的局限性。在实验中，三次词汇测试和两次问卷调查。分析统计数据后,：故事教学法能过活跃课堂气氛,激发学生学习英语的兴趣,并且方法以学生为中心,新课程改革的要求。总之,只要优化词汇教学方法,充分调动学生的积极性,创造良好的语言学习环境,英语词汇教学必定事半功倍,学生运用语言的能力必定大有提高。高中英语论文,词汇教学论文,故事教学法论文,认知叙事学理论论文,学习兴趣论文,
摘要：经常听到学生抱怨学习单词苦不堪言,下了功夫,还是收效甚微。词汇学习费时低效。枯燥乏味的、低效率的词汇记忆挫伤学生学习外语的兴趣和信心论文库。为了改变此现状,本研究在认知叙事学理论的基础上,普通高中英语词汇教学中存在的问题,讨论提高高中英语词汇教学效果的策略——讲故事大学毕业论文范文。了故事教学法对实验班的学生课堂训练并描述了教学实验的全。课堂上所用的故事作者教学模块的内容,个人,热点话题等信息加以设计。故事教学法激发学生的学习兴趣,改善学生的课堂表现,加强学生的词汇记忆能力,发展了学生的课后学习能力艺术论文。论证了认知叙事教学法在普通高中英语词汇教学中的性和可行性。但也存在一定的局限性。在实验中，三次词汇测试和两次问卷调查。分析统计数据后,：故事教学法能过活跃课堂气氛,激发学生学习英语的兴趣,并且方法以学生为中心,新课程改革的要求。总之,只要优化词汇教学方法,充分调动学生的积极性,创造良好的语言学习环境,英语词汇教学必定事半功倍,学生运用语言的能力必定大有提高学术论文网。关键词：高中英语论文词汇教学论文故事教学法论文认知叙事学理论论文学习兴趣论文
Abstract9-11
摘要11-12
Acknowledgements12-13
Chapter 1 Introduction13-21

1.1 Research Background13-18

1.1.1. The Demand for Engpsh Vocabulary in the New Curriculum Criterion at Senior High School13-15
1.1.2. The Current Situations of Vocabulary Teaching and Learning at Senior High school15-18
1.2. The Purpose and Significance of the Research18-19

1.3. The Structure of the Research19-21

Chapter 2 Literature Review21-33
2.1. Definition of Vocabulary Knowledge21-22

2. Nature and Features of Vocabulary22-24

2.3. Aspects of Lexical Knowledge24-26

2.4. Defintion of Vocabulary Teaching Approach26
2.5. The Related Vocabulary Research and Teaching Approaches Abroad26-29
2.5.

1. The Grammar Translation Method28

2.5.2. The Natural Approach28

2.5.3. The Direct Method28

2.5.4. The Reading Method28-29

2.5.5. The Audio-pngual Method29

2.5.6. Communicative Language Teaching Method29
2.6. Major Vocabulary Research and Teaching Approaches at Home29-33
2.6.

1. Contextual Approach31-32

2.6.2. Cognitive Association Approach32

2.6.3. Communicative Approach32

2.6.4. Culture Background Approach32

2.6.5. Memory Strategy32-33

Chapter 3 Theoretical Basis33-38
3.

1. Cognitive Theory33

3.

2. The Introduction of Narratology33-38

3.2.1. The Introdution of Cognitive Narratology35-36
3.

2. Two Major Narrative Tense36-37

3.

2.3. Two Major Narrative Mode37-38

Chapter 4 The Experiment Design38-48
4.

1. The Hypothesis of the Experiment38

4.

2. The Research Subjects38

4.

3. The Experimental Instruments38-39

4.4. The Method and Experimental Procedure39-48
4.4.

1. The Types of Narrative Story40-43

4.4.

2. Designing Stories Used in Class43-46

4.4.3 Training in the Experiment46-48
Chapter 5 Data Analysis and Discussion48-58
5.1. Data Analysis and Discussion of the Questionnaire48-53
5.1.1. The Similarities between EC and CC Based on Pre-Questionnaire48-49
5.1.2. The Comparison between EC and CC Based on Post-Questionnaire49-51
5.1.3. The Comparison between Pre-Questionnaire and Post-Questionnaire of EC51-53
5论文片段—nECandCCBasedonMid-test54-565.2.3.TheComparisonbetweenECandCCBasedonPost-test565.2.4.TheComparisonbetweenPre-test,Mid-testandPost-testofEC56-58Chapter6Conclusion58-626.1.ResearchFindings58-596.2.TheLimitationsoftheStudy59-606.3.SuggestionorFurtherStudy60-62Refe高中英语论文,词汇教学论文,故事教学法论文,认知叙事学理论论文,学习兴趣论文,
.2. Data Analysis and Discussion of the Tests53-58
5.2.1. The Similarities between EC and CC Based on Pre-test53-54
5.2.2. The Comparison between EC and CC Based on Mid-test54-56
5.2.3. The Comparison between EC and CC Based on Post-test56
5.2.4. The Comparison between Pre-test, Mid-test and Post-test of EC56-58
Chapter 6 Conclusion58-62
6.

1. Research Findings58-59

6.

2. The Limitations of the Study59-60

6.

3. Suggestions for Further Study60-62

Reference62-65
Appendix ⅰ Questionnaire65-66
Appendix ⅱ Pre-Questionnaire(EC)66-67
Appendix ⅲ Pre-Questionnaire(CC)67-68
Appendix ⅳ Post-Questionnaire(EC)68-69
Appendix ⅴ Post-Questionnaire(CC)69-70
Appendix ⅵ(pre-test)70-73
Appendix ⅶ(mid-test)73-76
Appendix ⅷ(post-test)76-78