本文選題：作業(yè) + 互批作業(yè)�。� 參考：《陜西師范大學》2015年碩士論文

【摘要】：作業(yè)批改是教學中的重要一環(huán),對學生的發(fā)展意義重大。當前中學普遍盛行全批全改的方式,即教師本本批、本本改。這種方式雖然有其優(yōu)點,但不利于調(diào)動學生的學習自主性。隨著新課程改革的推進,一種新的作業(yè)批改方式—學生互批作業(yè)應運而生,它是指學生在教師的指導下互相批改作業(yè)。這種新的作業(yè)批改方式也與新課程改革提出的“自主、合作、探究”的教學理念相適應。這篇論文是一個個案研究,作者試圖通過介紹互批作業(yè)模式在初中英語教學中的應用來分析這種模式的有效性。這篇論文提出兩個研究問題：1.互批作業(yè)模式可以提高學生的英語水平嗎?2.互批作業(yè)模式能夠在哪些方面促進學生的發(fā)展?為了回答研究問題,作者選取了她實習所在學�！獜V東省深圳市光明新區(qū)實驗學校的七(1)班和七(8)班共112名學生作為研究對象,并收集了實驗前測和后測的數(shù)據(jù)并在SPSS軟件的輔助下進行了數(shù)據(jù)分析。此外,作者還在實驗班級進行了問卷調(diào)查、課堂觀察以及對師生進行訪談。本論文的主要理論依據(jù)為建構(gòu)主義、合作學習理論、自主學習理論以及認知精致化理論。建構(gòu)主義理論提倡以學生為中心的教學模式并強調(diào)學生對知識的主動探索,認為學生不是簡單被動地接收信息,而是主動地建構(gòu)知識的意義。建構(gòu)主義學習理論強調(diào)學習過程的重要性�；ヅ鳂I(yè)模式將作業(yè)批改權(quán)交還給學生,由學生主動建構(gòu)知識,自主解決問題,體現(xiàn)了以學生為中心的教學理念�；ヅ鳂I(yè)其實是合作學習的一種形式,學生通過在小組內(nèi)共同討論問題,培養(yǎng)了其人際交往能力以及合作能力。自主學習是以學生作為學習的主人,通過獨立的分析、探索、實踐、質(zhì)疑、創(chuàng)造等方法來實現(xiàn)學習目標�；ヅ鳂I(yè)使得學生對知識有獨立思考和相互討論的機會,進而加深了其對所學知識的理解并增強了學習自主性。認知精致理論認為,精致的最有效方法之一是向他人解釋材料。在互批作業(yè)過程中,對材料的認知精致有利于解釋者的進步。解釋者與接受解釋者均能從中獲益。通過對初中生互批作業(yè)模式的實證研究,這篇論文得出如下結(jié)果：互批作業(yè)模式,作為一種新的作業(yè)批改方式,可以在初中英語教學中有效實施。這種模式提高了初中生的英語學習成績；有利于促進學生多方面的發(fā)展,在實施互批作業(yè)模式一學期后,學生的思維得到了拓展,情感獲得了積極的發(fā)展并且學習自主性得到了提高。由此可以證明互批作業(yè)模式在初中英語教學中的有效性。不僅如此,這種模式還減輕了教師的教學負擔,提高了其教學效率,增強了教師的職業(yè)幸福感�；ヅ鳂I(yè)這種模式在初中英語課堂是值得推薦的,如果利用得好,不僅給學生而且給教師都會帶來很多好處。
[Abstract]:Homework correction is an important part of teaching, which is of great significance to the development of students. At present, the mode of full batch reform is prevailing in middle schools, that is, teachers' batch, this reform. Although this approach has its advantages, it is not conducive to the mobilization of students' learning autonomy. With the development of the new curriculum reform, a new method of homework correction, students' batch assignment, is proposed, which refers to the students' correcting homework under the guidance of teachers. This new method of homework correction also adapts to the teaching idea of "independence, cooperation and inquiry" put forward by the new curriculum reform. This paper is a case study. The author attempts to analyze the effectiveness of this model by introducing the application of batch assignment in junior high school English teaching. The paper raises two research questions: 1. Can the homework model improve students' English proficiency? In what ways can the batch model promote the development of students? In order to answer the research questions, the author selected 112 students from Class 7 (1) and Class 7 (8) of Guangming New District Experimental School in Shenzhen, Guangdong Province, as the subjects of the study. The data of pre-test and post-test were collected and analyzed with the help of SPSS software. In addition, the author also conducted a questionnaire survey, classroom observation and interviews with teachers and students in the experimental class. The main theoretical basis of this thesis is constructivism, cooperative learning theory, autonomous learning theory and cognitive refinement theory. Constructivist theory advocates student-centered teaching mode and emphasizes students' active exploration of knowledge. It is believed that students do not simply and passively receive information, but actively construct the meaning of knowledge. Constructivist learning theory emphasizes the importance of learning process. The model of batch assignment gives the right of homework correction to the students, and the students take the initiative to construct knowledge and solve problems independently, which embodies the student-centered teaching idea. Batch homework is actually a form of cooperative learning. Students develop their interpersonal and cooperative ability by discussing problems in groups. Autonomous learning is to take students as the master of learning, through independent analysis, exploration, practice, doubt, creation and other methods to achieve learning goals. Batch assignments provide students with opportunities to think independently and discuss each other's knowledge, thus deepening their understanding of what they have learned and enhancing their autonomy in learning. According to the theory of cognitive refinement, one of the most effective methods of refinement is to explain the material to others. In batch operation, the understanding of the material is good for the progress of the interpreter. Both the interpreter and the acceptor can benefit from it. Based on the empirical research on the homework pattern of junior high school students, this paper draws the following conclusions: as a new method of homework evaluation, the pattern of batch homework can be effectively implemented in junior high school English teaching. This model improves junior high school students' English academic performance and promotes the development of students in many aspects. After one semester's implementation of the "batch homework" model, the students' thinking has been expanded. Emotion has developed positively and learning autonomy has been improved. This can prove the effectiveness of batch assignment in junior middle school English teaching. Not only that, this model also lightens the teacher's teaching burden, improves its teaching efficiency, enhances the teacher's professional happiness. The model of batch assignment is recommended in junior middle school English classroom. If it is used well, it will bring many benefits not only to students but also to teachers.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

【參考文獻】

相關(guān)期刊論文 前1條

1 李彩林;;同伴反饋研究綜述:研究結(jié)果差異探析[J];西安外國語大學學報;2012年02期

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本文編號：2110030