基于脑功能理论的英语词汇微格自助教学有效性分析

Effectiveness of Self-service Micro-teaching of English Vocabulary Based on Theories of Brain Functions

对英语学习者在微格自助教学中使用的不同词汇教学方法进行了脑功能分析,基于引起脑注意的五个条件(新异性、刺激强度、刺激物的运动、意义联结和情绪联结)对词汇教学不同方法的有效性进行对比,力图运用脑神经科学在认知机制方面找出有效的适合脑的词汇教学方法,从脑功能注意理论等方面探讨提高词汇教学有效性的途径。研究结果运用基于脑的学习理论显示英语词汇微格自助教学在脑机制原理方面符合"与脑相容"的最佳教学策略,符合"以学习者为中心"的外语教改方向。

Based on theories of brain functions, this paper makes an analysis of the different approaches to teaching English vocabulary in self-service micro-teaching by English learners. On the basis of the five conditions which attract the attention of the brain （novelty, intensity, motion, meaning association and affective association）, it compares the effectiveness of different teaching approaches to find out brain-compatible vocabulary teaching methods by studying the cognitive mechanism of the brain and improve the effectiveness of vocabulary teaching by using the attention theory. The finding reveals that self-service micro-teaching is conducive to vocabulary learning from the perspective of brain functions and can contribute to the reform from teacher-centered instruction to student-centered learning.