组织记忆论文组织记忆策略对高中生英语词汇记忆影响研究

1、组织记忆论文：组织记忆策略对高中生英语词汇记忆的影响的研究【中文摘要】组织记忆策略是根据学习者原有的知识基础上进行适当的组织建构,通过单词的音,形,意的特点,通过归类,联想等方式在新旧单词之间构成相关的联系。通过该策略的训练,改变学习者原有的记忆方法,提高学习者的学习效率,加深记忆效果。本研究在相关词汇记忆研究成果基础之上,总结组织记忆的概念,并在高一高二英语教学中,结合网络教学进行组织记忆的训练,充分发挥学生的想象力,调动学生的积极性,以提高高中生英语词汇学习的质量。作者主要通过教学实验,课堂观察和问卷调查的方式验证相关假设。本文讨论了以下问题:组织记忆训练能否整体提高学生的记忆水平?与其他

2、策略相比,组织记忆的优势以及弊端有哪些?相关的组织知识,组织学习和组织记忆能否适应,融入学生的学习?相应地,本文提出了适当的假设:组织记忆策略能够提高学生的词汇记忆水平,帮助学生战胜记忆困难。组织记忆在不影响其他学科的学习方法情况下,相关的组织知识,组织学习和组织记忆能够适应,融入学生的学习,并且较其他策略效果明显。本文的研究对象为鞍山岫岩高中的教师和学生。实验组进行组织记忆策略训练,控制组采用原有教学法。最终通过自由记忆测验和限时记忆测验检测学习效果。为了检测组织记忆记忆策略的效果,在教学前后分别进行测验,对所得数据采用SPSS16.0软件进行统计分析。问卷调查反映了学生对组织记忆的态度和看

3、法。实验结果表明:接受组织记忆策略训练的实验组实验之后的记忆测验成绩高于控制组的成绩,说明此教学方法对高中学生的英语词汇记忆有促进作用;同时,数据结果显示实验组的成绩好于控制组的成绩。【英文摘要】Organizational memory strategy shows the learning method from sound ,morphology and meaning of vocabulary, to form the associations between the new and previous knowledge and words by using the way of c

4、lassification, association, and so on. The main task of the study is to improve the learning efficiency on vocabulary memory and enhance memory. Based on relative research achievements of vocabulary memory, the study concludes the definitions. Based on network education, in order to improve memory q

5、uality, In Senior One and Senior Two, students are encouraged to give full play to the imagination and activity.The author gives the hypothesis through teaching experiment, classroom observation and questionnaire. The study discusses the following questions: At first, can organizational memory train

6、ing improve studentsmemory level? Secondly, what are the advantages and disadvantages of organizational memory on studentsEnglish learning? Thirdly, will the organizational knowledge, learning, and memory blend into studentsstudy? And does organizational memory strategy work better than other memory

7、 strategies? Accordingly, the study gives the hypothesis: First of all, organizational memory training can really improve studentsmemory level and help students overcome the difficulty. Secondly, organizational knowledge, learning, and memory can blend into studentsstudy. And it cant affect other su

8、bjects learning process.This study is carried out in XiuYan No.1 Senior High School. The training results are tested by free memory test and fixed time test.In order to test the training results, the author do pre-test and post-test, and analyze the data by SPSS16.0. Questionnaire reflects the gener

9、al attitudes of students towards organizational memory. The results shows: EC students are better than CC on vocabulary memory after training. Organizational memory can improve vocabulary learning indeed.【关键词】组织记忆 高中生英语词汇记忆 组织学习 联想归类 网络教学【英文关键词】Organizational memory English vocabulary learning of Se

10、nior High students Organizational learning Association and classification Network-based educatio【目录】组织记忆策略对高中生英语词汇记忆的影响的研究摘要6-7Abstract7Chapter Introduction8-101.1 Background information of the study8-91.2 Significance of the study91.3 Structure of the thesis9-10Chapter Literature Review10-302.1 Org

11、anizational memory10-182.1.1 Definitions of organizational memory10-122.1.2 Individual knowledge and organizational knowledge122.1.3 Organizational learning12-182.1.3.1 Organizational learning in school132.1.3.2 The model of organizational learning in school13-162.1.3.3 The relationship between info

12、rmation and memory in organizational learning16-182.2 Related research on organizational memory18-212.2.1 Origin of organizational memory18-192.2.2 Procedures of organizational Memory19-212.3 Analysis on three models of organizational memory strategy21-272.3.1 The storage bin model of organizational

13、 memory21-232.3.2 The narrative model of organizational memory23-252.3.3 The innovative model of organizational memory25-272.4 Organizational memory in School27-302.4.1 Establish perfect technical support system282.4.2 Create harmonious management, incentive system28-30Chapter Research Design30-363.

14、1 Purpose of the research303.2 Research questions and hypotheses30-313.2.1 Research questions303.2.2 Hypotheses30-313.3 Subjects31-323.4 Instruments and Data-collection32-353.4.1 Pre-test333.4.1.1 Paper Test of Vocabulary333.4.1.2 Free Memory Test333.4.2 Post-test333.4.3 Questionnaire33-343.4.4 Clas

15、sroom observation34-353.5 Training Procedure35-36Chapter Results and Discussion36-454.1 Data Analysis364.2 Findings36-434.2.1 Presenting the results36-434.2.1.1 The Results of the Tests36-404.2.1.2 Findings of the questionnaire40-424.2.1.3 Findings of class observation42-434.3 Discussion43-454.3.1 Organizational memory strategy improved studentsvocabulary learning434.3.2 The relationship between organizational level and memory effect43-444.3.3 Background knowledge could improve e