本文選題：導生制的合作學習 + 基于導生制的任務型合作學習��； 參考：《寧波大學》2015年碩士論文

【摘要】：在江北區(qū)區(qū)域小班化教學工作的推進下,我校于2011年開始成為小班化教學試點學校。小班人數(shù)的減少為合作學習提供了有利的時空條件,而合作學習更是小班化教學得以開展的有效方式。因此,在英語課堂中,充分運用合作學習,讓每一個孩子在合作學習中參與、體驗、實踐、鍛煉和交流,是關注每一位、發(fā)展每一位的最好方式。雖然目前有關合作學習的理論和實踐較多,但是在聽了杭州、上海乃至全國觀摩的小學英語課堂后,發(fā)現(xiàn)合作學習還存在以下一些問題:1.流于形式,不求實效;2.不分內(nèi)容,濫用合作;3.表面熱鬧,缺少獨立思考;4.分工不明,參與面窄;5.放任自流,調(diào)控不當。所以,如何在小學英語課堂中有效地開展合作學習,是本研究所需解決的問題。為了有效落實合作學習我們將合作學習分成了三種方式:第一種方式,貝爾——蘭喀斯特制的小組合作(即導生制的小組合作);第二種方式,基于導生制的任務型合作學習;第三種方式,自主學習式的小組合作;并對這三種合作方式進行了探究與實踐。導生制的小組合作并非真正意義上的合作學習,但可應用于簡單的小組活動,讓小組活動有條不紊地開展。低段學生自主性較差,學生合作意識淡薄,導生制的合作學習是培養(yǎng)學生合作能力的基礎,尤其適用于一二年級學生�；趯频娜蝿招秃献鲗W習才是真正意義的合作學習,通常用于比較有難度的問題或任務,通過討論、匯報、分享來解決這個難點,真正培養(yǎng)了學生的合作意識和技能。此合作學習模式適用于一年級下半學期至六年級學生。通過TEAM MODEL智慧教室環(huán)境中的課堂實踐,我們構建自主合作閱讀學習模式,旨在服務于學生的自主閱讀和自主學習。自主合作閱讀學習通常用于小學高段五、六年級。自主合作閱讀學習的實施不僅完全符合學生的認知過程,而且開發(fā)了學生差異資源,改善了課堂教學評價體系,實現(xiàn)了學生在最近發(fā)展區(qū)內(nèi)個性的發(fā)展和對知識的主動意義建構和深層次的思維,并有利于促進學生智力、能力和社會情感的和諧發(fā)展。本文對這三種合作模式的基本架構、實踐、應用和成效等幾方面作了具體研究和闡述。
[Abstract]:With the promotion of small class teaching in Jiangbei District, our school began to be a pilot school of small class teaching in 2011. The reduction of small class size provides favorable time and space conditions for cooperative learning, and cooperative learning is an effective way to carry out small class teaching. Therefore, in English classroom, it is the best way to pay attention to each and every one of them by making full use of cooperative learning so that every child can participate, experience, practice, exercise and communicate in cooperative learning. Although there are many theories and practices on cooperative learning at present, after listening to the primary English classes in Hangzhou, Shanghai and even the whole country, we find that there are still some problems in cooperative learning: 1. Mere formality does not seek practical results. Regardless of content, abuse of cooperation. Surface lively, lack of independent thinking. The division of labor is not clear, and the participation is narrow. Letting go of oneself and improper regulation and control. Therefore, how to effectively carry out cooperative learning in primary English classroom is the problem to be solved in this study. In order to effectively implement cooperative learning, we divide cooperative learning into three ways: first, group cooperation based on Bell-Lankast system, second, task-based cooperative learning based on guidance system; The third way, self-learning group cooperation, and the three ways to explore and practice. Group cooperation under the guidance system is not really cooperative learning, but it can be applied to simple group activities so that group activities can be carried out methodically. Low level students have poor autonomy and weak sense of cooperation. Cooperative learning under the guidance system is the basis of cultivating students' cooperative ability, especially for the first and second grade students. Task-based cooperative learning based on tutoring system is the real cooperative learning, which is usually used for difficult problems or tasks, which can be solved by discussing, reporting and sharing, thus cultivating students' cooperative consciousness and skills. This cooperative learning model is suitable for students in the second half of the first grade to the sixth grade. Through the classroom practice in the TEAM MODEL wisdom classroom, we construct the autonomous cooperative reading learning model to serve the students' autonomous reading and autonomous learning. Self-regulated cooperative reading learning is usually used in the fifth and sixth grades of high school. The implementation of autonomous cooperative reading learning not only fully accords with the students' cognitive process, but also develops the students' difference resources and improves the evaluation system of classroom teaching. It realizes the development of students' personality in the recent development area, the construction of active meaning to knowledge and the deep thinking, and it is helpful to promote the harmonious development of students' intelligence, ability and social emotion. In this paper, the basic framework, practice, application and effectiveness of these three modes of cooperation are discussed.
【學位授予單位】：寧波大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.31

【引證文獻】

相關期刊論文 前1條

1 韓雪民;;淺析小學生數(shù)學學習習慣的養(yǎng)成[J];中華少年;2016年24期

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本文編號：1832415