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从STEAM教育视角谈大学生英语词汇记忆的心理健康教育

Mental health education on college students' english vocabulary memorization from the perspective of STEAM education.

作者信息

Wang Yu

机构信息

School of Foreign Languages, Shaanxi Xueqian Normal University, Xi'an, China.

出版信息

Front Psychol. 2022 Sep 30;13:944465. doi: 10.3389/fpsyg.2022.944465. eCollection 2022.

DOI:10.3389/fpsyg.2022.944465
PMID:36248448
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9561889/
Abstract

The formation and research of Constructivism theory is another understanding in developing educational psychology. Many problems exist in English vocabulary teaching and learning, which are too common to be noticed, negatively and implicitly impacting Students' English Vocabulary Memorization (EVM). In order to solve these problems, this work studies college Students' EVM from the perspective of Constructivism. Firstly, the literature review and observation method understand the Students' EVM performance and teaching behavior. Secondly, it analyzes the current situation, problems, and reasons for Students' poor EVM abilities. Finally, combined with relevant theories, a college Students' EVM-oriented teaching model is proposed, whose effectiveness is verified by teaching experiments. The experiment recruits100 freshmen, including 60 boys and 40 girls, and lasts half a semester. The average score of the final exam in the experimental group is more than 90, which is better than that in the control group. Then, the SPSS21.0 is used in the independent-samples -test, finding no significant difference ( < 0.05). Thus, the experimental group's comprehensive English Proficiency Level (EPL) has not been negatively affected. The proposed teaching model can improve Students' EVM efficiency and consolidate their memory. The proposal has important guiding significance for stimulating Students' interest in English vocabulary learning and the quality of vocabulary teaching.

摘要

建构主义理论的形成与研究是教育心理学发展中的另一种认识。英语词汇教与学中存在许多问题，这些问题太过常见而未被注意到，对学生的英语词汇记忆产生了消极且隐性的影响。为了解决这些问题，本研究从建构主义视角对大学生的英语词汇记忆进行了探讨。首先，通过文献综述和观察法了解学生的英语词汇记忆表现及教学行为。其次，分析了学生英语词汇记忆能力较差的现状、问题及原因。最后，结合相关理论，提出了一种以大学生英语词汇记忆为导向的教学模式，并通过教学实验验证了其有效性。该实验招募了100名大一新生，其中男生60名，女生40名，实验持续了半个学期。实验组期末考试的平均成绩超过90分，优于对照组。然后，使用SPSS21.0进行独立样本t检验，结果显示无显著差异（p<0.05）。因此，实验组的综合英语水平并未受到负面影响。所提出的教学模式能够提高学生的英语词汇记忆效率并巩固其记忆。该提议对激发学生学习英语词汇的兴趣及提高词汇教学质量具有重要的指导意义。

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