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有别于以往将词汇教学看作点式单向教授的教学过程,笔者通过反思词汇教学环节,以联想理念为指导,倡导将词汇教学分解为词汇输入和在词汇输出中巩固两个过程。并强调在词汇输入、输出巩固阶段主动构建、整合新词汇和学生已掌握词汇之间、新词汇之间、词汇与语句之间、词汇与学生熟悉的语言环境之间的联系。在输出巩固部分,强调以听、说、读、写等练习形式,为学生创设运用语言的环境,帮助学生在语境中熟悉词义,掌握并深化对核心词汇的理解应用。
Different from the previous teaching of lexical teaching as a one-way one-way professor, the author advocates that the teaching of lexicon be broken down into vocabulary input and the consolidation of the two processes by lexical output by reflecting the teaching of lexicons and using the concept of association. And emphasizes the connection between vocabulary construction and vocabulary consolidation, active vocabulary construction, integration of new vocabulary and vocabulary mastered by students, new vocabulary, vocabulary and sentences, and vocabulary familiar to students. In the consolidated part of the output, emphasis is placed on practicing the form of listening, speaking, reading and writing, creating an environment for students to use language, helping students become familiar with meaning in context, and understanding and applying key words.