论英语教学中学生形象思维能力培养
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当前外语教学的模式中,思维教学模式的研究日益重要,而形象思维作为学习中的一种重要的思维模式和学习模式,近些年来越来越引起人们的广泛关注。本文基于脑上风理论和双重编码理论,从学习者英语学习的过程——感知,理解,记忆等方面研究形象思维与大学英语课堂的结合,重点研究大学英语课堂中学生形象思维能力的培养和应用。本研究主要通过在大学英语课堂教学的实践和反馈,得出以下初步结论和感受:1.在大学英语课堂中应用形象思维能够调动学生学习的积极性,主动介入课堂,提高学习兴趣;2.培养学生的形象思维能力,在学习的过程中进行多重编码,能有效的提高理解和记忆能力;3.形象思维开发大脑的潜能,培养创造性。【关键词】：形象思维双重编码理论形象思维能力培养大学英语教学
【论文提纲】：Abstract6-7摘要7-10ChapterOneIntroduction10-13ChapterTwoLiteratureReview13-222.1ImageryThinking13-182.2ImageryThinkingandAbstractThinking182.3TheResearchonImageryThinking18-222.3.1TheForeignStudyonImageryThinking18-202.3.2TheDomesticStudyonImageryThinking20-22ChapterThreeTheTheoreticalBasesofImageryThinkingonForeignLanguageTeaching22-393.1ThePhysiologicalBasisofImageryThinking22-263.1.1TheBrainDominanceTheory22-243.1.2TheSuperiorityofImageryThinkingoftheRightBrainonLanguageLearning24-263.2ThePsychologicalBasisofImageryThinking26-383.2.1ThePsychologicalProcessofForeignLanguageLearning26-283.2.2Dual-CodingTheory28-383.2.2.1BasicAssumptionsofDCT29-313.2.2.2BasicUnitsofDCT31-323.2.2.3TheGeneralModelofDCT32-343.2.2.4TheForeignLanguageLearningProcessintheLightofDCT34-383.3ImageryThinkingandSemanticReference38-39ChapterFourImageryThinkinginForeignLanguageTeaching39-494.1ImageryThinkingandAffectinForeignLanguageTeaching41-424.2ImageryThinkingandComprehensioninForeignLanguageTeaching42-444.3ImageryThinkingandMemoryinForeignLanguageTeaching44-474.4ImageryThinkingandCreativityinForeignLanguageTeaching47-49ChapterFiveTheApplicationofThinkingwithPicturesinCollegeEnglishTeaching49-655.1TheCultivationofImageryThinking49-625.1.1TheTypesofCultivation50-625.1.1.1Two-DimensionalMentalPictures50-545.1.1.2Three-DimensionalMentalPictures54-565.1.1.3DynamicMentalPictures56-575.1.1.4TheTranormofWordstoMentalPictures57-605.1.1.5TheTranormofSoundstoMentalPictures60-625.1.2TheStagesofCultivation625.1.2.1TheStimulatingofImageryThinking625.1.2.2TheExpressingofMentalImagery625.1.2.3TheStrengtheningofStimulatingImageryThinking625.2Reflection62-645.3Suggestions64-65ChapterSixConclusion65-67Bibliography67-71Acknowledgements71
【论文提纲】：Abstract6-7摘要7-10ChapterOneIntroduction10-13ChapterTwoLiteratureReview13-222.1ImageryThinking13-182.2ImageryThinkingandAbstractThinking182.3TheResearchonImageryThinking18-222.3.1TheForeignStudyonImageryThinking18-202.3.2TheDomesticStudyonImageryThinking20-22ChapterThreeTheTheoreticalBasesofImageryThinkingonForeignLanguageTeaching22-393.1ThePhysiologicalBasisofImageryThinking22-263.1.1TheBrainDominanceTheory22-243.1.2TheSuperiorityofImageryThinkingoftheRightBrainonLanguageLearning24-263.2ThePsychologicalBasisofImageryThinking26-383.2.1ThePsychologicalProcessofForeignLanguageLearning26-283.2.2Dual-CodingTheory28-383.2.2.1BasicAssumptionsofDCT29-313.2.2.2BasicUnitsofDCT31-323.2.2.3TheGeneralModelofDCT32-343.2.2.4TheForeignLanguageLearningProcessintheLightofDCT34-383.3ImageryThinkingandSemanticReference38-39ChapterFourImageryThinkinginForeignLanguageTeaching39-494.1ImageryThinkingandAffectinForeignLanguageTeaching41-424.2ImageryThinkingandComprehensioninForeignLanguageTeaching42-444.3ImageryThinkingandMemoryinForeignLanguageTeaching44-474.4ImageryThinkingandCreativityinForeignLanguageTeaching47-49ChapterFiveTheApplicationofThinkingwithPicturesinCollegeEnglishTeaching49-655.1TheCultivationofImageryThinking49-625.1.1TheTypesofCultivation50-625.1.1.1Two-DimensionalMentalPictures50-545.1.1.2Three-DimensionalMentalPictures54-565.1.1.3DynamicMentalPictures56-575.1.1.4TheTranormofWordstoMentalPictures57-605.1.1.5TheTranormofSoundstoMentalPictures60-625.1.2TheStagesofCultivation625.1.2.1TheStimulatingofImageryThinking625.1.2.2TheExpressingofMentalImagery625.1.2.3TheStrengtheningofStimulatingImageryThinking625.2Reflection62-645.3Suggestions64-65ChapterSixConclusion65-67Bibliography67-71Acknowledgements71
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