全英語小學(xué)生詞匯學(xué)習(xí)策略分析Analysis on the vocabulary learning strategies of primary school studentsVIP

Analysisonthevocabularylearningstrategiesofprimaryschoolstudents1IntroductionAsthebasicpartofEnglish,vocabularyplaysacrucialroleintheprocessoflearningEnglish.ThelackofvocabularywilldirectlyaffectthelearningeffectofEnglish.Inrecentyears,primaryschoolteachershavemoreandmorestrongawarenessofEnglishvocabularyteaching,andvocabularyisnowrecognizedasthecorecontentintheprocessoflearningEnglish.Ourbrainisawarehouseofmemoryknowledge,itconsistsoftheleftbrainandtwopartsoftherightbrain,theleftbrainisresponsibleforlogicalthinking,language,numbers,analysis,etc.,therightbrainisinchargeofimagethinking,hastheabilitytoidentifymusic,image,integrityandgeometricspace,thetwopartshavecompletelydifferentfunctions.UsuallywerememberEnglishvocabularyuseistheleftbrain,butifcombinedwiththeimageoftherightbrainthinking,establishabalancebetweentheleftbrainandrightbrain,willachievetwicetheresultwithhalftheeffort,atthesametimeusingthemindmapping,accordingtothelawofbrainmemoryandforgetting,usingreasonablelearningmethodsandestablishscientificlearningplanning,caninefficientlearningEnglishvocabularymakesrecitewordscankeepinthebrainforalongtime.

2CharacteristicsofprimaryschoolstudentsPrimaryschoolstudentsinbasiceducationareatthebestagetolearnasecondlanguage,andtheyaremorelikelytoacceptnewthingsthanadults.Studieshaveshownthatinprimaryschool,imagememoryisbetterthanabstractmemory,andthedevelopmentofimagememoryslowsdownwithage,andtheeffectsofimagememoryandabstractmemorybegintoapproach.Therefore,inprimaryschoolteaching,weshouldputmoreEnglishwordsonthepresentimage,cultivatetheirobservationability,andmobilizemoresenses(eyes,earsandmouth)toguidethecomprehensivedevelopmentofthinkingandlanguage.

3ProblemsexistinginEnglishvocabularylearning3.1Psychologicalaspects3.1.1LackofinterestinlearningFromelementaryschool,ourstudentsmust"backwords",backbadwillbepunishedbytheteacher,suchascopy100times,suchpunishmentmeasuresoftenkillstudents'interestinlearningEnglishinthecradle,leavethemEnglishismonotonousandpainfulexperience,andapersonisunabletoinsistonabringusanunpleasantexperience.Inaddition,nomatterhowfamiliarthewordstheyrecite,itiseasytoforgetaftersometime.Theyoftenneedtorecitethememoryrepeatedly,givingpeoplethefeelingthateveryeffortisinvain."memorizingwords"willeventuallybecomeaboringrepetitiveprocess,whichseriouslyaffectsstudents'interestinlearning.3.1.2EasydistractionPrimaryschoolstudentsareallagedintheiradolescence,Theyarelively,active,andenergetic,Buttheirself-controlisnotasstrongastheadults,Fewstudentswillmaketheirstudyplans,Andstudyinstrictaccordancewiththeplan,Onthecontrary,manystudentslacktheperseverancetolearn,Ican'tfocusonlearningforalongtime,Because,whencomparedtoplayinggamesandwatchingTV,Studyisreallytoohard,Manystudentslearntolearn,Juststartdoingsomethingelse,Forexample,brushamicroblog,watchTikTokforawhile,watchanepisodeofcartoon,playagameandsoon,Andonceitstarts,Finally,wefoundthat,Theseactionswastealotoftime,Infact,wehavehadmoreorlesssimilarexperiencesourselves,Attractedbythewealthofinterestinginformation,Andignoringtheimportantthingsthatshouldbedone.3.1.3ContradictiontolearningWhenfacedwithlearningtextbooks,manystudentshaveasenseofresistance.Thissenseofresistanceactuallycomesfromoureducationsystem,becausenowtheprimaryschooleducationisfullofallkindsofexams.Underthisselectionsystem,theschoolforcesstudentstolearntargetedknowledgeandoverloadtheirhomework.Andthehomeworkisnotgood,meansthattheexamisnotgood,theexammeansallkindsofscoldandcriticism,andnooneisnotafraidofscoldandcriticism,soforsomestudents,itiseasytostudyandscoldtogether,causingresistance.3.2Intermsofvocabulary3.2.1MethodofmemorizingvocabularyNowmanystudentsusedtotakeadictionaryorvocabularybackwords,evenabackisafewhours,althoughitseemsthatbackwordsisverysimple,justneedtorepeatthemechanicalmemory,butinfactjusttheopposite,sorecitewords,firstcanremembersomewords,but,overtime,forgetwillbemoreandmore,Englishessentiallybelongstoaskill,foraperiodoftimenottouse,willgraduallyunfamiliar,thisisalsoalotofstudentscalledagraduationleaveknowledgebacktotheteacher.Becausesuchamemorymethodcanonlyrememberasingleword,butcannotcarryoutassociativememory,cannotrememberotherrelevantwordsandphrases,alsocannotrememberitsapplicablesentencepattern.Sothiskindofmemorymethodistwicetheeffort.3.2.2LimitedvocabularyvolumeVocabularyisthebasisoflearningEnglish.SomepeoplesaythatthosewhomasterthevocabularywillmasterhalfoftheEnglish,andthevocabularywelearnfromthetextbookisverylimited,whichrequiresustolearnmorevocabularyfrommoreextracurricularexercisesandextracurricularbooks,inordertoimproveourEnglishlevel.However,manypeoplethinkthatexpandingyourvocabularymeansputtingmoreenergyinit,sotheyareafraidofdifficulties.Infact,aslongasyoumasterthemethodwell,youcanalsogettwicetheresultwithhalftheeffortbyeasilyreading.4PrimaryschoolEnglishvocabularylearningstrategy4.1StimulateyourinterestinlearningStronginterestinlearningcanstimulatestudents'learningmotivation,wecanusethetextbookillustrations,multimediavideo,suchastocreateavividlifesceneforstudents,fullymobilizethestudents'senses,letthestudentslearninarelaxed,happyatmosphere,"teaching"and"learning",usingsituationalcommunicationlearningpurpose,alsocanusethefirstabstractwordsintostudentsfamiliarwords,putitinacertaincontext,forexample,deepenthestudents'understanding.Inaddition,weshouldalsousemoreencouragingwordstoencouragestudents,sothatstudentsarenotafraidofmistakes,canspeakboldly,inthecontinuouslanguagepracticetomakestudents'Englishexpressionaccurateandfluent.4.2TrainingconcentrationAccordingtotheresearchmaterialstatistics,childrenaged5-7yearsoldcanpayattentiontosomethingontheaveragetimeisabout15minutes,7-10yearsoldisabout20minutes,10-12yearsoldisabout25minutes,12yearsoldisover30minutes.Howtomaintaintheconcentrationofenergymorelasting,isthekeytolearninggoodEnglish,wecanstrengthenstudents'concentrationthroughsometraining,suchasusuallyguidestudentstodothingstofinish,whenlearning,toowntasks,completeacertainamountoflearningtasks,tostarttorest.Inaddition,canappropriatelycultivatestudents'anti-interferenceability,atthesametimecanalsoreduceexternaltemptationbyeliminatinginterference,toachievethepurpose.Forexampletocreateaquiet,comfortable,cleanlearningenvironment,parentsdon'tarrangerelativesandfriendspartyactivitiesathome,alsodon'twatchvideo,playmobilephone,etc.,nottotalktostudentsinterruptstudents'thinking,makestudentswillnotbedisturbedbyallkindsofsound,alsocanputthedeskclean,don'tplaceandlearningitems,topreventstudentsareattractedbyotherthings.4.3ReduceresistanceManystudentsforlearningresistance,mostisnotbecauseoflearningitself,morebecauseofsomepeopleoutsidesomethings,thesepeoplegivenegativefeedback,constantlystimulatethebrain,makethebrainrepeatedtension,anxiety,suchasschoolastheonlymeansofevaluatingstudents,sopoorstudentsinschoolharvestonlydisappointed,inthiscase,theywillbeaversiontolearning.So,wecan'ttakegradesastheonlybenchmarktomeasuregoodstudents,poorstudents,weshouldintroducemultidimensionalevaluationsystem,suchasfromtheperspectiveofgradesevaluation,poorstudentsrelativetogoodstudents,easiertoimprovegrades,oncetheimprovement,immediatelygivepraiseandencouragement,increasetheirconfidenceandcourage,stimulatetheirinterestinlearning.Inaddition,wecanalsodividethelearningtasksintosmalltasks,completeasmalltasktogivecertainpraiseandreward,cultivatestudents'senseofachievementinlearning,givethemthejoyofsuccess,givethebrainpositivefeedback.4.4Scientificmemorymethod4.4.1ActivationofourrightbrainDr.Sperry,anAmericanpsychologicalbiologist,provedthe"leftandrightbraindivisiontheory"ofbrainasymmetrythroughthefamous"brain-splitting"experiment.Amongthem,ourleftbrainisknownasthe"consciousbrain"and"academicbrain",mainlyengagedinlogicalthinking,responsibleforlogicalanalysis,memory,judgmentandotherwork.Thethinkingmodeischaracterizedbyanalysisandcontinuity,etc.Wemainlyusetheleftbrain.Therightbrainisknownas"instinctivebrain"and"creativebrain".Itismainlyengagedinimagethinking,responsibleforspatialimagememory,intuition,emotion,visualperception,art,imaginationandotherwork.Themodeofthinkinghasthecharacteristicsofjumpinganddisorder.Studieshaveshownthattherightbrainisgoodatfindingavarietyofsolutionstoproblemsandcontrolsmanyadvancedthinkingfunctions,andthememoryabilityoftherightbrainis1,000timesthatoftheleftbrain.Itdoesnotneedalotofenergytoachievefast,high-qualityandlong-termmemory,andhastheabilityofphotographicmemory.Ifwecandeveloptherightbraintohelpmaketheleftbrainremember,itwillgreatlyimprovetheefficiencyofvocabularylearning.Specifically,wecanactivateourrightbrainbythefollowingseveralmethods.Split:Breakyourvocabularyintowordsthatarefamiliaroreasiertoremember,Forexample,together:Wanttolivewithher(together),Goto(to)toget(get)her(her)heart;Letters:Byaddingordecreasingletters,Correlatewordswithlearnedwords,Forexample,hair:air(air)isfullwithhair(hair);Lettertransformationmethod:Bychangingthelettersofavocabulary,Toassociateitwiththelearnedwords,Forexample,peak:alotofpears(pear)areplantedonthemountaintop(peak);Homophonemethod:usingthecharacteristicsofvocabularypronunciationandChinesehomologyorneartone,memonic,Forexample,garlic:Currywithgarlic(garlic)tastesbetter;Similarcomparison:compareseveralseeminglysimilarwordstogether,Forexample:thefarmer(farmer)puthisarm(arm)sleeveup,Workingonthefarm(farm).Inaddition,wecanconnectwordstooursenses,suchasusingGIIF,music,imagination,numbers,color,exaggeration,humor,positiveandotherelementstodeepenourmemoryofwords.4.4.2ScientificuseofmindmappingMindmappingisagraphicaltoolthatuseslogicalthinkingtoconnectvariouselementstogether.ItwasbasedonbrainsciencebyfamousBritishpsychologistandeducatorTonyBuzan)basedonbrainscienceintheearly1960s.Itsillustratedformsofexpression,aswellasclearcontext,canhelpusbetterunderstandtherelationshipbetweenwords,expandthinking,associativememory,butalsohelpustobuildaperfectvocabularysystem,throughthinkingmapping,wecanrememberalargenumberofvocabularyinashorttime,andnoteasytoforget.Thereareseveralwaystomakelexicalmindmaps.Thefirstistherootextension,therootisthecorepartofEnglishvocabularywordformation,themeaningofEnglishvocabularyismainlyreflectedbytherootoftheconstituentvocabulary.Wecanstartwiththerootasthefirstlevel,Liketheroot"able",Themeaningis"competent,capable",而第二級的詞匯就可以是"enable"(使能夠),"unable"(不能的),"disable"(使無能),"ability"(能力),"capability"(才能),"disability"(無能),"capable"(有能力的),"incapable"(無能的),"beableto"(能),"beunableto"(不能),Througharoot,Wewereabletoeasilyrememberaseriesofwords,Itisofgreathelptoustolearnvocabulary.Thesecondtypeisthelexicalclassification,Wecanputoursimilarwordstogethertoremember,forinstance,Wecanputwordsexpressinghumanbodypartsinamindmapformemory,Humanbody(body)hasahead(head),feet(foot),hands(hand),Theheadhashair(hair),face(face),mouth(mouth),ears(ear),eyes(eye),nose(nose),teeth(tooth),Witharms(arm),elbow(elbow),palm(palm),fingers(finger),Withlegs(leg),knees(knee),toes(toe),Italsohelpsustorememberitquickly.Thethirdtypeisthesituationalclassification,Wecanimagineascenewhere,Arrangethewordsinthescene,forinstance,Wehavealivingroom(livingroom),Amongtheobjectsaresofa(sofa),TV(television),piano(piano),Thesofaalsoincludesmagazines(magazine),telephone(telephone)andnewspaper(newspaper),Wallpaper(wallpaper)ispostedonthewall(wall),Clock(clock),photo(picture)andpainting(painting),Suchavividscenewaspresentbeforeus,Ofcourse,wecanalsodirectlyusetherealscenesaroundustodrawthemindmap,Itwillbemoreconducivetovocabularymemory.Thefourthtypeisthemonogram,Wecanputwordsthatlooksimilar,Putittogetherforamemory,forinstance"ow",Itcanbeextendedto"how","row","now","bow","low",And"row"inturnbeextendedto"throw","grow","borrow",Thesame"low"canbeextendedto"blow","flow","follow","flower",Thusputtingsimilarwordstogether,Tofacilitatememorythroughsimilarparts,Anditcanbedistinguishedbydifferentparts,Noteasytoconfusion.Therearemanywaystomakemindmaps.Studentscanchooseaccordingtotheirownpreferences.Althoughthemethodsofmakingmindmapsaredifferent,theoverallideaisconsistent,whichistoconnectwordsandmemorizethemfromoneexample.Whenthemindmapismade,weseenolongeraboringwords,butahugenetworkofwords,whenwerememberaword,otherrelatedwordswilleasilycometoourminds.4.4.3MasterthelawofforgettingGermanpsychologistEbbinghaus(H.Ebbinghaus)researchfoundthatourmemoryisdividedintoinstantaneousmemory,short-termmemory,long-termmemory,andourforgettingisalsoregular.Forgettingbeginsimmediatelyafterlearning,andtheprocessofforgettingisnotuniform.Atfirst,forgettingisveryfast,graduallyslowlater,andfinally,itwillstop,leavingonlyveryfewmemories.Researchshowsthatwecanremember100%ofthewordsjustfinished,butonly20minutes,only58.2%,44.2%,35.8%after9hours,33.7%aday,27.8%twodayslater,and25.4%ofthecontentisstillinourbrain,overtime,wecanrememberlessandless.So,inordertoovercomeforgettingandturnshort-termmemoryintolong-termmemory,weshouldreviewthevocabularyatleastninetimesaccordingtotheEbbinghausforgettingcurve.Thefirstwas20minutesaftercompletingvocabularylearning,thesecond1hourlater,thethird9hourslater,thefourth1daylater,thefifth2dayslater,thesixth5dayslater,theseventh8dayslater,theeighth14dayslater,theninthandlast,threemonthslater.Reviewingthewordsinthisplan,wecanfinallyrememberthemfirmlyinourminds.4.5WordsupplementReadingisoneofthemostimportantwaystomasteryourvocabulary.Comparedwithmechanicalmemorizingwords,memorizingwordswillbemoreefficientinreading.Becausethevocabularyinthedictionaryisusuallyisolated,whilethevocabularyinthearticleisembeddedinaspecificsceneandconnectedwiththecontext,itiseasiertoproduceassociativememory,andreadingcanalsohelpusunderstandthegrammaticalcharacteristicsofvocabularyandmasterthefixedcollocationofvocabulary.Inaddition,studentscanalsolearnthekeysentencepatternsinthearticle,whichcannotonlyconsolidatetheirvocabulary,butalsoimprovetheirwritingability.Readingarticlescanbearticlesintextbooksorextracurricularreadingmaterials.Studentscanchoosearticlesaccordingtotheirownpreferences,suchasnovels,news,scientific