A mountain on the plot of soil wind and rain Hing Yan毕业论文翻译.docx

A mountain on the plot of soil wind and rain Hing Yan毕业论文翻译.docx

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AmountainontheplotofsoilwindandrainHingYan毕业论文翻译

AmountainontheplotofsoilwindandrainHingYan

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fillamountain,windandrainHingYan,waterintothedeep,dragongrowwherever.Overtimeisoneoftheelementsofsuccessinlearning,especiallyinjuniorhighschoolEnglishvocabularyaccumulation.

Vocabularyisoneofthethreeelementsconstitutethelanguageisthelanguageofthebasicmaterials,peoplecannotleavetherightwordstoexpressideas.ForEnglishlearners,thereisnotenoughwordscannoteffectivelylistening,speaking,readingandwritingcannoteffectivelyuseEnglishtocommunicate.<<Englishcurriculumstandards>>（trialversionformiddleschoolstudentstolearnandmasterthevocabularytomakespecificandclearrequirements:

‘UnderstandingEnglishvocabulary,includingwords,phrases,idiomsandfixedwiththeform,understandandcomprehendthebasicmeaningofwordsandmeaninginaparticularcontext,theuseofwordsdescribingthings,behaviorsandcharacteristics,indicatingtheconcepts,learntousethe1500-1600200-300wordsandidiomsorfixedwith‘（MinistryofEducation2001）.

Sincethevocabularylearningissoimportant,thenthejuniorhighschoolstudentsreallygrasptheimportanceofvocabularyandaccumulation?

Theycanusethebasicspellingrulestospelltheword?

Canuseavarietyofword-buildingmemoryword?

Indailycommunication,especiallyintheexpressioncanbewrittenNotrueandaccurateuseofvocabularylearnedit?

TosolvealltheseyearsIhavebeenconfusingtheissue,theauthoroftheMSCintheHailingDistrict,experiment,threesecondaryschoolssouthof12studentsintwodaysofclassesandasample.Choosetwostudentsforthesurvey,becausemoststudentshavetwodaystoformthebasicvocabularylearningstrategiesandvocabularylearningstudyhabitsforsomeofthemoreablestudents,theycanbetterthemselvesfromtherealityofpositivethinking,constantlylookingfordifferentwaysoflearningvocabularyandexpandthevocabularyofavarietyofsources.Inaddition.Ialsohopethatthroughwordinvestigations,canhelpstudentssummarizethevaluableexperienceoflearningvocabularyandtobesure,encourageandpromote,moreimportantly,helpteachersdiscoverstudentvocabularylearninggapsandproblemsandtoanalyzeandsolve.

AjuniorhighschoolEnglishvocabularyaccumulationoftypicalproblems1.Hand-eyehighandlowIwaspleasantlysurprisedtodiscoverthroughthesurvey,100%ofthestudentslearningEnglishvocabularyinapivotalpositionintheaccount,but25%ofthestudentsarelearningfranklyadmitthattheyarenotintheusualemphasisonvocabularylearning,consolidationandaccumulationof.54%ofthestudentsabletospend20-30minuteseverydaytothememoryoftimetomasterthevocabulary,20%ofstudentsrarelyspendtimeinthewordmemory.thosewhoarenotintheusualemphasisonvocabularylearningandaccumulationoflearningwhystudentsdo,thekeyisTheyalsodidnotfindtheirownEnglishlearningtips,eyeheightandalowhand,didnotexperiencethejoyofsuccessinlearningEnglish.vocabularylearning,forthem,moreofamechanical,repetitivesimplememoryandtheyareoftenrecordedthis,forgetthat,strugglingtocopewitheveryday,vocabularylearningwasnofunatall.Minoritystudents,lowefficiency,thereisnotimetoreviewandconsolidatewhattheyhavelearnedthevocabulary,overtime,andcomparedtootherstudentsfrombecominggreaterandgreater,sothelossofconfidenceinlearning.

2.HomesandbytheendofthisPayattentiontowordssound,form,meaningandignoretheforestforthetreestousevocabularypracticehasbecomethebiggestobstacletostudentlearningvocabulary,74%ofthestudentscannotcorrectlyusethevocabularyofupsetintheusualcourseofstudy,moststudentsdonotknowsensetofocusonlyonwordpronunciation,spellingandthecorrespondingChinesetranslation,butignoredthewordinaspecificlanguageenvironmentusingforexample,hasavocabularyofthestudents,usuallyintermsofthisinthenoteonaword’spronunciationandmeaning,However,only6%ofthestudentsintheexcerptintermsoftheusageofthewordcanexplainaspecificsentence.

ThisvocabularylearningapproachforstudentslearningEnglishisverybad.Althoughstudentsknowmanywords,butcannotproperlyuseittotheireverydaycommunicationdifficult.Inwriting,theydonotknowthewordsbecausethelanguageofenvironmentalrequirements,stylisticrequirements（suchasformalorinformal,etc.Idonotknowhowtowritefromdaytodaylookattestsandexaminations,useofthetermistheweaklinkinmostofthestudents.

3.ThesingleboringTwostudentsformamemoryandconsolidationofthebasicvocabularyofthemethodinthesurveyfoundthat88%ofthestudentstorememberwordsaccordingtospellingrules,40%ofthestudentsoraffixeslexicalsynthesismethodbasedonmemorizingvocabulary,only19%ofthestudentstousesynonymsantonymslaw,meaningtheeffectivememoryandclassificationmethodtoexpandtheirvocabulary,oreven35%ofthestudentsstilluserotemethodstorememberwords,only26%ofthestudentsawaytoremembervocabulary,22%ofstudentstwowaystoremembervocabulary.

Accumulationinextra-curricularwords,only26%ofthestudentsaccordingtotheirinterestsaccumulationofvocabulary,learnvocabulary,orlisteningtomusicorwatchingmoviesaccumulationofvocabulary,orsurfthewebinEnglish,orwithforeignfriendsbye-mailexchangestoexpandvocabulary,etc.volume,while59%ofthestudentsmorewillingtocontinuetolookattheoriginalterms,orrecitethetexttoconsolidatetheaccumulationofvocabulary.

Thus,moststudentseitherwaytomemorizevocabulary,orusuallytoconsolidateandexpandthechannelsarerelativelyboringone.

4.LostandnotreturnSurveyshowedthat:

22%ofthestudentssimplybelievethatonceyouhavemasteredthespellingofthewordistheword,22%ofthestudentsdonotknowhowtotrulymasterthevocabularyconsidered,therefore,nearlyhalfofthestudentsdonothaveacleargraspofvocabularyevaluationcriteria,theirwordscanbereadonlyremainincontrol,andtowriteawordonthecorrespondingChinesemeaning,sothatstudentsdonotstudyintheusualemphasisonuseoftheterm,somakeitclearvocabularytograspsomeofthestudentsinatimelymannerTheevaluationcriteriaarethemosturgenttaskofteachersteachingvocabularyisagoodwayforstudentstocorrectitsmistake.

Second,workhardtofindcountermeasuresIbelievethat,inthevocabularylearning,teachersshouldrespectstudents’individualdifferences,giventhenecessaryguidanceandassistancetohelpstudentsfindappropriatewaysoflearning,developgoodstudyhabits,andshouldfullytaptheenthusiasmandinitiativeofstudentsandinspiretheirinterestinlearning,sothattheydaretopractice,continuetogetasenseofaccomplishmentinlearningvocabulary,andthengetthefunoflearningEnglishandachievelong-termprogress.forthejuniorhighschoolstudents’Englishvocabularylearningoftypicalproblems,Ibelievethatthesemeasurescaneffectivelyhelpstudentsimprovevocabularylearningefficiency,learntousewords.

1.SpecificinternalunityanddiversitySincethe1990s,linguiststeachingofvocabularyhasreachedaconsensusthatvocabularyteachingshouldincludethefollowingaspects:

（1）vocabularyofforms,includingpronunciationandspelling

（2）Thetermsofthegrammarrules,suchasEnglishnounssingularandpluralpronounsex,thenumberofcells,thetransitiveverb,intransitiveandperson,tense,voicechanges,etc.（3）andfixedwithidioms（4）themeaningofwords,emotionalandusagescenarios.（5）wordsandwordsassociatedwiththerelationshipbetween.（6）word-roots,affixeswordformation,synthesisofword-buildinggroupofwordssuchaslaw.Sucharichvocabularyteachingcontent,whichrequiresteacherstotheirowntermsaccordingtotherequirementsofeachspecificteaching,toavoidtheequaltreatmentofallwordsofsixelementsofteachingcontentvocabularyexhaustive.

Similarly,methodsofteachingvocabularywordsforconcretevaries,usuallyhavethefollowingmethods:

（1）Illustration,

（2）Context,（3）Associatedideasorcollocations,（4）Detaileddescriptionofqualities,（5）Synonym,（6）Antonym;（7）Demonstrationormime;（8）Dictionary.Forexample,theverbtodemonstrationormimemethodofteachingthemostvividandeasytounderstand,intheclassroomtofindtheitemsdirectlytovisualpedagogyisappropriateandsoon.

Vocabularyspecificteachingcontentandmethodsofdiversificationcanbeavoidedtosomeextent,drysenseofvocabularylearning,attractingstudentsinterestedintheteacherteachingtheconceptsandvocabularywilldirectlyaffecttheattitudeofstudentstolearnvocabulary,therefore,teachersshouldguidestudentsrealemphasisonvocabularylearningandaccumulation.

2.Gameofthecombinationofpracticaland‘Interestcanenhancememory,isoneofthethingsthatinterestandlastingunderstandingofthepositivetendencyinthethinkingactivitieswiththeexcitementofthecerebralcortexaccompaniedcenter’（ChengshiLu,ZhangGuoyang,1996,ifwecanguidethestudentstochangethewaythegamedull,boring,boringvocabularyretentionandconsolidationofwaystomakevocabularylearningsetofinformativeandinterestingasawhole,focusingonthepracticalityofconsolidatingvocabulary,butalsobeabletomobilizetheirenthusiasmtolearnvocabulary,vocabularyconsolidationtoimprovetheefficiencyoftheteache