【摘要】：20世紀(jì)90年代初，合作學(xué)習(xí)的理論引入我國的課堂教學(xué)后，有眾多學(xué)者對合作學(xué)習(xí)進(jìn)行了大量的研究，加速了我國的教育改革。教育部頒布的《普通高中英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）》中明確指出運(yùn)用合作探究的方法進(jìn)行課堂教學(xué)能有效地提高課堂教學(xué)的質(zhì)量。隨著課標(biāo)的實(shí)施，，越來越多的英語教師開始嘗試這一教學(xué)方法，但是在實(shí)際教學(xué)中合作學(xué)習(xí)優(yōu)勢沒有得到充分的發(fā)揮，這并不是合作學(xué)習(xí)本身的問題，而是以往對合作學(xué)習(xí)的研究主要集中在理論上，對合作學(xué)習(xí)的實(shí)踐研究較少，這就導(dǎo)致許多教師缺少對合作學(xué)習(xí)本質(zhì)的認(rèn)識及符合實(shí)際的策略作為指導(dǎo)。 鑒于此，本文結(jié)合實(shí)際課堂觀察、問卷調(diào)查與訪談?wù){(diào)查法對高中英語課堂合作學(xué)習(xí)的現(xiàn)狀進(jìn)行調(diào)查,以便準(zhǔn)確的發(fā)現(xiàn)其中的問題，并對問題產(chǎn)生的原因進(jìn)行分析，最后提出一些符合實(shí)際并且操作性強(qiáng)的高中英語合作學(xué)習(xí)建議，旨在為高中英語教學(xué)中合作學(xué)習(xí)的有效實(shí)施提出可行的建議。本文的主要研究問題如下： (1)合作學(xué)習(xí)在高中英語課堂實(shí)施過程中出現(xiàn)了哪些問題？ (2)導(dǎo)致問題產(chǎn)生的原因是什么？ (3)根據(jù)課堂上發(fā)現(xiàn)的問題，可以提出哪些可行的建議改善合作學(xué)習(xí)在高中英語課堂教學(xué)中的現(xiàn)狀？ 本文通過研究得到了以下成果： (1)通過實(shí)際課堂觀察，問卷調(diào)查，教師訪談對高中英語教學(xué)中合作學(xué)習(xí)的現(xiàn)狀進(jìn)行調(diào)查，發(fā)現(xiàn)存在的問題有：班級人數(shù)過多、分組不合理、合作學(xué)習(xí)形式化、課堂秩序混亂、合作學(xué)習(xí)過程不完整、小組成員參與機(jī)會不均、過度使用合作學(xué)習(xí)或基本不用、教師課堂定位不清楚、合作任務(wù)不合理。 (2)通過對調(diào)查數(shù)據(jù)的分析整理，分別從教師、學(xué)生以及學(xué)校三個方面分析這些問題產(chǎn)生的原因。教師方面的原因有：深受傳統(tǒng)教學(xué)思想的影響；缺少對合作學(xué)習(xí)的正確理解；高中教學(xué)實(shí)際情況的影響。學(xué)生方面的原因有：學(xué)生個體之間的差異；缺乏合作學(xué)習(xí)的能力；自控能力較差；深受以往學(xué)習(xí)習(xí)慣的影響。學(xué)校方面的原因有：受高考壓力的影響；英語教師數(shù)量不足；教學(xué)任務(wù)沉重；學(xué)生人數(shù)眾多；學(xué)校提供的教師培訓(xùn)存在問題。 (3)通過調(diào)查和分析高中英語課堂合作學(xué)習(xí)的現(xiàn)狀，本文提出了在高中英語課堂中實(shí)施合作學(xué)習(xí)的具體建議。包括教學(xué)準(zhǔn)備方面的建議、課堂實(shí)施方面的建議、評價方面的建議、如何在網(wǎng)絡(luò)信息時代下開展合作學(xué)習(xí)的有關(guān)建議，這些建議對實(shí)際教學(xué)具有一定的指導(dǎo)意義；
[Abstract]:At the beginning of 1990s, after the theory of cooperative learning was introduced into classroom teaching in our country, many scholars did a lot of research on cooperative learning, which accelerated the educational reform in our country. In the English Curriculum Standard (experiment) issued by the Ministry of Education, it is clearly pointed out that the cooperative inquiry method can effectively improve the quality of classroom teaching. With the implementation of the curriculum standard, more and more English teachers begin to try this teaching method, but the advantages of cooperative learning are not given full play in practical teaching, which is not the problem of cooperative learning itself. But in the past, the research on cooperative learning mainly focused on the theory, and the practical research on cooperative learning was less, which led to the lack of understanding of the nature of cooperative learning and practical strategies as the guidance of many teachers. In view of this, the present situation of cooperative learning in senior high school English classroom is investigated by questionnaire and interview, so as to find out the problems and analyze the causes of the problems. Finally, some practical and operable suggestions for cooperative English learning in senior high school are put forward in order to provide feasible suggestions for the effective implementation of cooperative learning in English teaching in senior high schools. The main research questions in this thesis are as follows: (1) what problems have emerged in the implementation of cooperative learning in senior high school English classes? (2) what are the causes of the problems? (3) according to the problems found in the classroom, What feasible suggestions can be put forward to improve the current situation of cooperative learning in English classroom teaching in senior high school? This paper has obtained the following achievements through the research: (1) through the actual classroom observation, the questionnaire survey, the teacher interview carries on the investigation to the high school English teaching cooperative learning present situation, found that the existence question is: the class size is excessive, Grouping is unreasonable, cooperative learning is formalized, classroom order is chaotic, cooperative learning process is incomplete, group members' participation opportunities are uneven, cooperative learning is overused or not, teachers' classroom orientation is not clear. The cooperative task is unreasonable. (2) through the analysis and arrangement of the survey data, the causes of these problems are analyzed from three aspects: teachers, students and schools. The reasons for teachers are: deeply influenced by traditional teaching ideas, lack of correct understanding of cooperative learning, and influence of the actual teaching situation in senior high school. The reasons for the students are: the difference between students; the lack of cooperative learning ability; the poor self-control ability; deeply influenced by the past learning habits. The reasons for the school are as follows: influenced by the pressure of college entrance examination, the number of English teachers is insufficient, the teaching task is heavy, the number of students is numerous; There are some problems in the teacher training provided by the school. (3) by investigating and analyzing the current situation of cooperative learning in senior high school English classroom, this paper puts forward some specific suggestions for implementing cooperative learning in senior high school English classroom. It includes the suggestions of teaching preparation, classroom implementation, evaluation, and how to carry out cooperative learning in the era of network information. These suggestions have certain guiding significance for practical teaching.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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