本文選題：高中英語寫作教學(xué) + 合作學(xué)習(xí)　； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：在英語教學(xué)領(lǐng)域,合作學(xué)習(xí)作為一個(gè)主要的學(xué)習(xí)策略,已受到了世界各國(guó)廣泛承認(rèn)。這一方法旨在鼓勵(lì)學(xué)生在課堂中把自主學(xué)習(xí)和團(tuán)隊(duì)互助相結(jié)合,強(qiáng)調(diào)是生生互動(dòng),要求組內(nèi)所有成員共同努力。讓組內(nèi)同學(xué)通過合作學(xué)習(xí)的這一主要的學(xué)習(xí)形式,合力實(shí)現(xiàn)共同的目標(biāo),完成共同的任務(wù)。另外,寫作的低效是學(xué)生英語寫作能力的巨大障礙,也是英語教學(xué)中一個(gè)非常薄弱的環(huán)節(jié)。本研究試圖把合作學(xué)習(xí)理念運(yùn)用于高中英語課堂寫作教學(xué),通過學(xué)生互助合作完成文章寫作任務(wù),從而探索合作寫作模式可行性和有效性。針對(duì)高中英語寫作教學(xué)中的這些問題,本研究選取了江蘇省某一重高中的學(xué)生作為研究對(duì)象,采用行動(dòng)研究的方法,探索小組合作學(xué)習(xí)對(duì)學(xué)生英語寫作水平的提高以及學(xué)生的寫作興趣的促進(jìn)作用。研究時(shí)間為一學(xué)期,研究過程主要包括：第一,通過問卷調(diào)查了解寫作教學(xué)現(xiàn)狀。第二,研讀文獻(xiàn)書籍,和同事、專家進(jìn)行探討,制定小組合作學(xué)習(xí)方案。試圖把合作學(xué)習(xí)與過程寫作法相結(jié)合,采取共同學(xué)習(xí)方式、學(xué)術(shù)討論、綜合閱讀與寫作、獨(dú)立思考、小組合作交流、共享等方法進(jìn)行高中英語寫作教學(xué)。第三,對(duì)研究成果進(jìn)行數(shù)據(jù)分析。本研究得出以下結(jié)論：第一、合作學(xué)習(xí)提高了學(xué)生的英語寫作水平和寫作成績(jī)。第二、合作學(xué)習(xí)營(yíng)造了輕松的寫作學(xué)習(xí)氛圍,激發(fā)了學(xué)生寫作的內(nèi)在動(dòng)機(jī)。小組合作學(xué)習(xí)還給學(xué)生提供了更多的學(xué)習(xí)英語的機(jī)會(huì),培養(yǎng)了學(xué)生合作學(xué)習(xí)能力及主觀能動(dòng)性。本研究強(qiáng)調(diào)了合作學(xué)習(xí)對(duì)提高高中生英語寫作成績(jī)有很大幫助,并大大降低了他們寫作時(shí)的焦慮感。同時(shí)建議高中教師根據(jù)英語寫作素材,理性地利用小組合作的學(xué)習(xí)策略,不能把合作學(xué)習(xí)變成“偽合作”。
[Abstract]:In the field of English teaching, cooperative learning as a major learning strategy has been widely recognized around the world. The purpose of this method is to encourage students to combine autonomous learning and team support in class, emphasizing student interaction and requiring all members of the group to work together. Let the students in the group work together to achieve the common goal and accomplish the common task through the main learning form of cooperative learning. In addition, the low efficiency of writing is a great obstacle to students' English writing ability and a very weak link in English teaching. This study attempts to apply the cooperative learning concept to the teaching of English writing in senior high schools and to explore the feasibility and effectiveness of the cooperative writing model by means of mutual help and cooperation among students to complete the writing task. In view of these problems in English writing teaching in senior high schools, this study selects students from a senior high school in Jiangsu Province as the object of study, and adopts the method of action research. To explore the role of cooperative learning in improving students' English writing proficiency and students' interest in English writing. The research time is one semester, the research process includes: first, through the questionnaire to understand the status of writing teaching. Second, study literature books, discuss with colleagues and experts, and develop group cooperative learning programs. This paper attempts to combine cooperative learning with process writing, adopt common learning methods, academic discussion, comprehensive reading and writing, independent thinking, group cooperation and communication, and share English writing teaching in senior high school. Third, the research results of data analysis. The main conclusions are as follows: first, cooperative learning improves students' English writing proficiency and writing achievement. Second, cooperative learning creates a relaxed writing learning atmosphere and motivates students to write. Group cooperative learning also provides more opportunities for students to learn English, and develops students' cooperative learning ability and initiative. This study emphasizes that cooperative learning can greatly help high school students improve their English writing performance and reduce their anxiety. At the same time, it is suggested that senior high school teachers should make rational use of group cooperative learning strategies according to English writing materials and should not turn cooperative learning into "pseudo cooperation".
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 姚蘭;程驪妮;;我國(guó)20世紀(jì)80年代以來英語寫作研究狀況之研究[J];外語界;2005年05期

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本文編號(hào)：1814356