【摘要】：《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)(2011版)》明確要求：義務(wù)教育階段的英語(yǔ)課程應(yīng)面向全體學(xué)生,體現(xiàn)以學(xué)生為主體的思想,教師應(yīng)合理安排教學(xué)內(nèi)容和步驟,組織多種形式的課堂互動(dòng),鼓勵(lì)學(xué)生通過(guò)觀察、模仿、體驗(yàn)、探究和展示,并引導(dǎo)他們學(xué)會(huì)自主學(xué)習(xí)和合作學(xué)習(xí)。為了實(shí)現(xiàn)這一目標(biāo),本研究者嘗試以維果斯基的社會(huì)建構(gòu)主義理論、約翰遜兄弟的社會(huì)互賴(lài)?yán)碚摵瓦~克郎的互動(dòng)假說(shuō)為理論依據(jù),摒棄初三英語(yǔ)復(fù)習(xí)課堂上一成不變的“做題→講題”的傳統(tǒng)做法,構(gòu)建了以合作學(xué)習(xí)為主導(dǎo)的初三英語(yǔ)復(fù)習(xí)課模式,探索將合作學(xué)習(xí)理論應(yīng)用于英語(yǔ)復(fù)習(xí)課的可行性和有效性。本次研究選取南京某學(xué)校初三年級(jí)平行班中的初三(3b)班學(xué)生作為被測(cè)試對(duì)象,根據(jù)異質(zhì)分組原則,參與者被分成以4-5人為單位的學(xué)習(xí)小組,進(jìn)行復(fù)習(xí)課的合作學(xué)習(xí)的實(shí)證研究,借助SPSS數(shù)據(jù)分析、情感態(tài)度量表以及個(gè)別訪談等方法對(duì)研究結(jié)果進(jìn)行統(tǒng)計(jì)分析,研究結(jié)果顯示：在初三英語(yǔ)復(fù)習(xí)課上運(yùn)用合作學(xué)習(xí)比傳統(tǒng)復(fù)習(xí)課有效。首先,學(xué)生的學(xué)業(yè)成績(jī)明顯提高,運(yùn)用SPSS對(duì)實(shí)驗(yàn)組的前測(cè)和后測(cè)成績(jī)進(jìn)行分析t值的雙尾檢驗(yàn)Sig.=.001.05,實(shí)驗(yàn)組成績(jī)提高顯著,而對(duì)照組,成績(jī)提高并不顯著。其次,學(xué)生在情感、態(tài)度和價(jià)值觀上表現(xiàn)良好,問(wèn)卷調(diào)查顯示92.15%的學(xué)生表現(xiàn)了積極的情感態(tài)度,同時(shí),學(xué)生對(duì)教師給予了積極評(píng)價(jià),99%以上學(xué)生對(duì)教師的教學(xué)表示認(rèn)可。此外,對(duì)好、中、差三個(gè)層次的典型學(xué)生的個(gè)別訪談顯示,不同層次的學(xué)生都有收獲,那些基礎(chǔ)薄弱但是學(xué)習(xí)態(tài)度良好的學(xué)生獲益更多。與此同時(shí),本研究者在分組方法、評(píng)價(jià)方式、學(xué)習(xí)活動(dòng)等具體合作學(xué)習(xí)方法與手段方面也做了一些初步的嘗試,研究結(jié)果顯示：異質(zhì)分組以及組內(nèi)合作、組間競(jìng)爭(zhēng)和個(gè)人積分的過(guò)程性評(píng)價(jià)更加適合合作學(xué)習(xí)。同時(shí),針對(duì)不同的復(fù)習(xí)內(nèi)容,采取不同的合作學(xué)習(xí)方法更有效：“切塊拼接法(Jigsaw)"適用于試卷講評(píng)課；“共學(xué)式(Learning together)"適合詞匯復(fù)習(xí)；“切塊拼接法Ⅱ (JigsawⅡ)"適用于單元復(fù)習(xí)；“學(xué)生小組成績(jī)分工法(STAD)"和“內(nèi)外圈(Inner-outer circle)"法特別適用于語(yǔ)法復(fù)習(xí)。根據(jù)本研究得到的啟示,本研究者建議：在初三英語(yǔ)復(fù)習(xí)上,要廢除傳統(tǒng)單調(diào)的復(fù)習(xí)方式,不再搞題海戰(zhàn)術(shù),轉(zhuǎn)而運(yùn)用多樣的合作學(xué)習(xí)方法,激發(fā)學(xué)生復(fù)習(xí)積極性,提高復(fù)習(xí)效率。
[Abstract]:The English Curriculum Standard for compulsory Education (2011 Edition) clearly requires that the compulsory education English curriculum should be open to all students, embody the idea of taking students as the main body, and teachers should arrange the teaching contents and steps reasonably and organize various forms of classroom interaction. Students are encouraged to learn autonomous and cooperative learning through observation, imitation, experience, inquiry and presentation. In order to achieve this goal, we try to use the social constructivism theory of Vygoski, the social interdependence theory of the Johnson brothers and the interaction hypothesis of Michael Lang as the theoretical basis. This paper discards the traditional practice of "doing problems and lecturing questions" in the English review classroom of Grade three, constructs the model of the revision course of English in which cooperative learning is the leading part, and explores the feasibility and effectiveness of applying the theory of cooperative learning to the English revision class. According to the principle of heterogeneous grouping, the participants were divided into 4 to 5 learning groups to conduct empirical research on cooperative learning in review classes. With the help of SPSS data analysis, affective attitude scale and individual interviews, the results show that cooperative learning is more effective than traditional revision class in the third grade English review class. First of all, the academic performance of the students significantly improved, using SPSS to analyze the pre-test and post-test results of the experimental group, the double-tail test of t value of the experimental group improved significantly, while in the control group, the improvement was not significant. Secondly, students performed well in emotion, attitude and values. The questionnaire survey showed that 92.15% of students showed positive emotional attitude. At the same time, students gave positive evaluation to teachers, and more than 99% students approved of teachers' teaching. In addition, individual interviews with typical students of good, middle and poor levels showed that students at different levels had gains, while those with weak foundations and good learning attitudes benefited more. At the same time, the researcher also made some preliminary attempts in the specific cooperative learning methods and means, such as grouping method, evaluation method, learning activity and so on. The results showed that heterogeneous grouping and intra-group cooperation. The process evaluation of group competition and individual integration is more suitable for cooperative learning. At the same time, it is more effective to adopt different cooperative learning methods according to different review contents: "(Jigsaw)" is suitable for examination paper evaluation, "co-learning (Learning together)" is suitable for vocabulary review, "Jigsaw 鈪，

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