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1、内蒙古师范大学 硕士学位论文 论高中英语学习的游戏设计与单词搭配 姓名：刘臻臻 申请学位级别：硕士 专业：学科教学英语 指导教师： 2011-03-16 内蒙古师范大学硕士学位论文 中 文 摘 要 中 文 摘 要 在英语教学中，让学生们掌握好词语的搭配使用是非常重要的。然 而，传统的教学方法却不能使同学们有效的掌握英语词语的搭配使用。 随着学生学习的单词的增多，他们越容易混淆单词的搭配使用。通过分 析，笔者发现问题主要是出在教学者的“教学设计”上，主要问题有： 1.老师对学生的指导错误，使学生在学习词语时死记硬背过多，真正的 理解太少；2. 学生的学习兴趣不足，教师没有充分的调动学生的学习兴
2、趣。于是，依据有关的教学理论，笔者剖析了以往的教学方法，设计了 一些有趣的游戏，并在为期八周的教学时间中把这些有趣的游戏安排在 课堂的教学中，穿插在词汇搭配的学习中，以实验这些有趣的游戏能否 帮助同学们学习英语词语的搭配使用。学生们在实验后对词语搭配的掌 握有较明显的提高了，笔者希望本次项目研究可以为受类似教学问题困 扰的教师提供一些有价值的帮助，使其能有效的帮助学生们掌握英语词 语搭配的学习，科学地设计教学，有效地组织课堂游戏活动从而激发学 生的词语搭配学习兴趣，进一步提高自己的教学水平。 关键词关键词：词汇搭配,以学生为中心的教学模式,趣味游戏 内蒙古师范大学硕士学位论文 ABSTRAT
3、In English teaching, it is of great importance to make sure that all the students have a good mastery on acquiring collocations. However, by using the traditional teaching methods, the students can not acquire collocations efficiently. And in my teaching, Ive long been puzzled that why the students
4、can not use the words they have learned properly while they might have such a large vocabulary. After my analysis, I found that it was mainly due to that teaching plan wasnt efficient. The followings may be the problems: 1.The teachers guidance for the students is wrong, which makes the students rec
5、ite too much, but understand a little. 2. The students are lack of interests; teachers dont fully arouse their interests in acquiring collocations. To change the situation, after analyzing the teaching method we used, I design some interesting games based on some teaching methodology and will carry
6、out them in my 8-week research on my students with a hypothesis that learners collocations will be greatly improved by my games design. I hope that most of my students can make a great progress in acquiring collocations. Teachers who have the same problem may get some help from my project. They may
7、give a better knowledge of collocations to their students and improve their teaching by reading my project. KEY WORDS: collocations, learnercentered mode, interesting games 独创性声明独创性声明 本人声明所呈交的学位论文是本人在导师指导下进行的研 究工作及取得的研究成果，尽我所知，除了文中特别加以标注和 致谢的地方外， 论文中不包含其他人已经发表或撰写过的研究成 果， 也不包含本人为获得内蒙古师范大学或其它教育机构的学位 或
8、证书而使用过的材料。 与我一同工作的同志对本研究所做的任 何贡献均已在论文中作了明确的说明并表示感谢。 签名： 日期： 年 月 日 关于论文使用授权的说明关于论文使用授权的说明 本学位论文作者完全了解内蒙古师范大学有关保留、 使用学 位论文的规定： 内蒙古师范大学有权保留并向国家有关部门或机 构送交论文的复印件和磁盘，允许论文被查阅和借阅，可以将学 位论文的全部或部分内容编入有关数据库进行检索， 可以采用影 印、缩印或扫描等复制手段保存、汇编学位论文，并且本人电子 文档的内容和纸质论文的内容相一致。 保密的学位论文在解密后也遵守此规定。 签名： 导师签名： 日期： 年 月 日 Chapter
9、Introduction 1 Chapter I Introduction 1.1 Background As an English teacher, I have been teaching English in a senior high school for 10 years. Now I teach students of Senior Grade Three. The textbook we adopt is . But now, I have found some problems in my teaching. I found that my students can not a
10、cquire collocations in English learning very well. With the increase of the vocabulary that my students have learned, they can hardly use the words they have learned properly. For example, “Tom turn down my invitation.” I explained the usage of words to the students in Chinese and asked them to reci
11、te the meaning. However it didnt work. The students still felt puzzled. So I decide to design some interesting games to help the students in their vocabulary study. I hope I can solve the problems with the help of my knowledge and theory of communicative teaching methodology .I hope I can find solut
12、ions to the problem that has troubled me for some time through my research so that I can apply what I have learned into practice. Hopefully, the present situation in acquiring collocations can be improved and my students can also benefit from the project. 1.2 Literature With the advent of humanism i
13、n the 60s of the 20th century, the conventional, authoritative teacher-centered instruction has given way to the learner-centered mode of instruction. Educators started paying attention to the impact those learners affective factors (e.g., their feelings, emotions, tension, anxiety, frustration, nee
14、ds, interests, motivation, and confidence, etc.) may bring in the process of learning. So as a teacher, we must try to place the students as the center of the learning process. Oller, for example, calls the increasing concentration on student learning rather than on teaching (the) most significant t
15、rend” in ESL. (What Research Says to the Teacher: English as a Second Language, 1980.) A student-centered class is where the teacher is a facilitator (or guide) as the learners must construct their own understandings. The teacher centers his planning, his teaching, 内蒙古师范大学硕士学位论文 2 and his assessment
16、 on the needs and abilities of his students. The main idea behind the practice is that learning is most meaningful when topics are relevant to the students lives, needs, and interests and when the students themselves are actively engaged in creating, understanding, and connecting to knowledge. Learner-centered classrooms focus primarily on individual students le
