在混合教学模式下探索助记法对学生自主学习词汇动机的研究——以《大学公共英语》课程为例
王雪

苏州百年职业学院，江苏苏州，215000；

摘要：针对中国非英语专业大学生在公共英语课程中存在的词汇学习动力不足及方法单一问题，本研究以混合教学模式为框架，探讨助记法对自主学习词汇的激励效果。通过定量研究方法，对115名大一学生进行前测、中测和后测，结合问卷与访谈分析，发现词缀和联想助记法结合在线学习工具（如Quizlet）显著提升学生词汇记忆效果，后测平均分较中测提高8%。研究结果表明，混合教学模式通过整合记忆策略与在线资源，有效缓解学生因高中应试压力导致的学习方法僵化及资源匮乏问题，增强了自主词汇学习动机。建议未来教学中关注学生个体差异，优化混合教学设计以维持长期学习兴趣。

关键词：混合教学模式；助记法；自主词汇学习；学习动机

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