大學(xué)生合作學(xué)習(xí)、社會(huì)支持與學(xué)習(xí)成績(jī)之間關(guān)系的研究
發(fā)布時(shí)間：2018-07-28 21:03
【摘要】：合作學(xué)習(xí)作為當(dāng)今世界主要教學(xué)理論之一備受世界各國(guó)教育界的普遍重視。合作學(xué)習(xí)主要是為了使學(xué)生達(dá)到共同的學(xué)習(xí)目標(biāo)，以小組為基本組織形式互相促進(jìn)、共同進(jìn)步的一種教學(xué)策略體系。學(xué)生共同進(jìn)行小組學(xué)習(xí)時(shí)，相互分工協(xié)作、共享學(xué)習(xí)資料，完成自己學(xué)習(xí)任務(wù)的同時(shí)又能確保其他小組成員也同步完成。由此可見(jiàn)，合作學(xué)習(xí)一定程度上能促進(jìn)社會(huì)支持（主要來(lái)自于課堂環(huán)境下的學(xué)生及老師的支持），提升學(xué)生的學(xué)習(xí)成績(jī)。 本文主要采用的是定量研究的方法，通過(guò)問(wèn)卷調(diào)查的形式開(kāi)展研究。問(wèn)卷采用的是Ghaith，Shaaban，和Harkous (2007)改編自Johnson和Johnson(1996)的課堂生活調(diào)查問(wèn)卷，對(duì)來(lái)自于華中科技大學(xué)非英語(yǔ)專(zhuān)業(yè)的328位大二學(xué)生所感知的社會(huì)支持和合作學(xué)習(xí)情況進(jìn)行了調(diào)查。該問(wèn)卷包括兩個(gè)部分，第一部分為調(diào)查者的基本信息及學(xué)習(xí)者合作學(xué)習(xí)情況的調(diào)查，第二部分為學(xué)習(xí)者所感知的社會(huì)支持的調(diào)查。 研究結(jié)果顯示，學(xué)習(xí)者認(rèn)為他們所感受到的社會(huì)支持從量上看從強(qiáng)到弱依次為同學(xué)情感支持，教師情感支持，教師學(xué)業(yè)支持，同學(xué)學(xué)術(shù)支持；學(xué)習(xí)者所感知到的同學(xué)情感幫助，同學(xué)學(xué)習(xí)幫助，教師情感幫助與教師學(xué)術(shù)幫助都與學(xué)習(xí)者的合作學(xué)習(xí)成正相關(guān)，而且相關(guān)性依次遞減。同時(shí)研究結(jié)果進(jìn)一步表明合作學(xué)習(xí)與學(xué)習(xí)者成績(jī)呈正相關(guān)聯(lián)系，可以促進(jìn)學(xué)習(xí)者學(xué)習(xí)成績(jī)，而社會(huì)支持與學(xué)習(xí)成績(jī)無(wú)直接相關(guān)性顯示；結(jié)合以往的研究結(jié)果及考慮到受不同語(yǔ)言文化背景的影響，本研究總結(jié)出以下幾點(diǎn)結(jié)論：合作學(xué)習(xí)能顯著提高學(xué)習(xí)者學(xué)習(xí)成績(jī)、促進(jìn)社會(huì)支持，而文化背景及語(yǔ)言環(huán)境的不同，對(duì)社會(huì)支持的作用也隨之不同。因此，教師應(yīng)該鼓勵(lì)學(xué)生進(jìn)行合作學(xué)習(xí)并加強(qiáng)師生間的交流，給予學(xué)生更多學(xué)習(xí)以及個(gè)人生活上的關(guān)心，在學(xué)生間營(yíng)造互相尊重，互相信任，互相幫助，，互相的支持的和諧關(guān)系。
[Abstract]:Cooperative learning is one of the main teaching theories in the world. Cooperative learning is a kind of teaching strategy system which aims to make students achieve common learning goals and promote each other and make common progress in the form of group organization. When students work together in group learning, they work together to share learning materials, and at the same time, they can ensure that other group members can also complete their learning tasks simultaneously. It can be seen that cooperative learning can promote social support (mainly from students and teachers in classroom environment) and improve students' academic performance. This article mainly uses the quantitative research method, through the questionnaire form carries on the research. Ghaithan Shaaban and Harkous (2007), adapted from Johnson and Johnson (1996), investigated the social support and cooperative learning perceived by 328sophomores from non-English majors in Huazhong University of Science and Technology. The questionnaire consists of two parts. The first part is a survey of the basic information of the investigators and the situation of learners' cooperative learning. The second part is a survey of the social support perceived by the learners. The results show that learners think that the social support they feel is students' emotional support, teachers' academic support, students' affective support perceived by learners, and the students' affective support perceived by learners. Students' learning help, teachers' affective help and teachers' academic help are positively correlated with learners' cooperative learning, and the correlation decreases in turn. At the same time, the results further show that cooperative learning has positive correlation with learners' achievement, which can promote learners' learning achievement, but social support has no direct correlation with learning achievement. Based on the results of previous studies and considering the influence of different linguistic and cultural backgrounds, this study concludes that cooperative learning can significantly improve learners' learning achievement and promote social support, while the cultural background and language environment are different. The role of social support is also different. Therefore, teachers should encourage students to cooperate in learning and strengthen communication between teachers and students, give students more study and concern for their personal lives, and create mutual respect, trust and help among students. A harmonious relationship that supports each other.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G642.4
本文編號(hào)：2151566
[Abstract]:Cooperative learning is one of the main teaching theories in the world. Cooperative learning is a kind of teaching strategy system which aims to make students achieve common learning goals and promote each other and make common progress in the form of group organization. When students work together in group learning, they work together to share learning materials, and at the same time, they can ensure that other group members can also complete their learning tasks simultaneously. It can be seen that cooperative learning can promote social support (mainly from students and teachers in classroom environment) and improve students' academic performance. This article mainly uses the quantitative research method, through the questionnaire form carries on the research. Ghaithan Shaaban and Harkous (2007), adapted from Johnson and Johnson (1996), investigated the social support and cooperative learning perceived by 328sophomores from non-English majors in Huazhong University of Science and Technology. The questionnaire consists of two parts. The first part is a survey of the basic information of the investigators and the situation of learners' cooperative learning. The second part is a survey of the social support perceived by the learners. The results show that learners think that the social support they feel is students' emotional support, teachers' academic support, students' affective support perceived by learners, and the students' affective support perceived by learners. Students' learning help, teachers' affective help and teachers' academic help are positively correlated with learners' cooperative learning, and the correlation decreases in turn. At the same time, the results further show that cooperative learning has positive correlation with learners' achievement, which can promote learners' learning achievement, but social support has no direct correlation with learning achievement. Based on the results of previous studies and considering the influence of different linguistic and cultural backgrounds, this study concludes that cooperative learning can significantly improve learners' learning achievement and promote social support, while the cultural background and language environment are different. The role of social support is also different. Therefore, teachers should encourage students to cooperate in learning and strengthen communication between teachers and students, give students more study and concern for their personal lives, and create mutual respect, trust and help among students. A harmonious relationship that supports each other.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G642.4
【參考文獻(xiàn)】
相關(guān)期刊論文 前2條
1 郭書(shū)彩;;外語(yǔ)課堂合作學(xué)習(xí)中的情感與認(rèn)知因素[J];國(guó)外外語(yǔ)教學(xué);2002年02期
2 劉吉林;王坦;;合作學(xué)習(xí)中積極互賴(lài)的實(shí)驗(yàn)研究[J];教育學(xué)報(bào);2005年06期
本文編號(hào)：2151566
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