Abstract
摘要
Contents
Chapter One Introduction
1.1 Background of the Research
1.1.1 Demands of the Developing Era
1.1.2 Demands of the New Curriculum Reform
1.1.3 Current Status of Vocabulary Learning in Middle Schools in China
1.2 Aims of the Study
1.3 Significance of the Research
1.4 The Framework of the Thesis
Chapter Two Literature Review
2.1 Several Representative Figures of Constructivism
2.2 Constructivist Learning and Teaching Theories
2.2.1 Constructivist View of Knowledge
2.2.2 Constructivist View of Teaching
2.2.3 Constructivist View of Learning
2.3 Analysis of New Curriculum Standard from Constructivist perspective
2.3.1 The Optimization of Learning Styles
2.3.2 The Advocacy of the Change of Teachers’ roles
2.3.3 New Notion of Assessment
2.4 Current Studies on Vocabulary Learning And Teaching Abroad and at Home
2.4.1 Current Studies Abroad
2.4.2 Current Studies at Home
2.4.3 Current Studies on Construetivist Vocabulary Learning and Teaching Strategies
Chapter ThreeA Survey of Vocabulary Learning and Teaching Strategies in Middle School
3.1 Research Objectives
3.2 Subject Description
3.3 Instruments
3.4 Research Procedures
3.5 The Results of the Questionnaires
3.5.1 The Result of Questionnaire Ⅰ
3.5.2 The Result of Questionnaire Ⅱ
3.5.3 The Result of the Questionnaire Ⅲ
3.6 Summary
Chapter Four Constructivist Vocabulary Learning Strategies
4.1 Traditional Methods of Vocabulary Learning and Teaching in Middle School
4.2 Constructivist Methods of Vocabulary Learning and Teaching
4.3 Contents of Vocabulary Learning and Teaching
4.4 Vocabulary Teaching and Learning Strategies Based on Constructivist Theories
4.4.1 Interest Stimulating
4.4.2 Word Grouping
4.4.3 Context Creating
4.4.4 Scientific Reviewing
4.4.5 Word Building Association
4.4.6 Word Meaning Association
4.4.7 Dictionary Look-up
4.4.8 Making Use of Multimedia
4.4.9 Communicative Aetivities
4.5 Some Improvement of These Strategies
4.6 Summary
Chapter Five An Experimental Study
5.1 Object of the Experiment
5.2 Subjects of the Experiment
5.3 Teaching Procedures
5.3.1 Teaching Procedures for CG
5.3.2 Teaching Procedures for EG
5.4 Analysis of the Pre-test
5.5 Analysis of the Post-test
5.6 Discussion
5.7 Summary
Chapter Six Conclusion
6.1 Findings of the Thesis
6.2 Some Implications for both Teachers and Students
6.3 Limitations of the Study
Bibliography
Appendix Ⅰ 华新初级中学学生英语词汇学习感想调查问卷
Appendix Ⅱ
Appendix Ⅲ 华新初级中学英语教师词汇教学调查问卷表
Appendix Ⅵ
Appendix Ⅴ
Acknowledgements
声明