本文選題：農(nóng)業(yè)高職院校 + 合作學習�。� 參考：《西北農(nóng)林科技大學》2012年碩士論文

【摘要】：合作學習興起于上個世紀70年代的美國，是一種既新穎又實用的教育教學模式。它以學生為中心，通過營造互動與合作、自由與開放的學習氛圍，大大改善了以往沉悶的課堂氣氛，激發(fā)了學生的學習的積極性，提高了學生的成績，這一系列的成功引 起各國的廣泛關(guān)注，使它迅速成為當代主流的教學理論與策略之一。目前，我國對合作學習進行了大量的實踐與探索，但主要集中在中、小學生，而對于大學生尤其以具有行業(yè)特色高職類大學生為對象的研究非常有限，幾乎是一片空 白，所以，本文著重研究合作學習在農(nóng)業(yè)高職院校中的應(yīng)用。 全文共分五部分。第一部分，導(dǎo)言。系統(tǒng)地介紹了本課題提出的背景和意義、理論基礎(chǔ)及國內(nèi)外研 究概況指出在農(nóng)業(yè)高職院校開展合作學習具有重要的理論意義和現(xiàn)實意義。第二部分，合作學習主要內(nèi)容。從內(nèi)涵、歷史沿革、基本理念和要素等方面對合 作學習進行了部分重點概括。第三部分，農(nóng)業(yè)高職院校合作學習的問題分析。首先指出農(nóng)業(yè)高職院校合作學習的內(nèi)涵、目的和意義；其次對農(nóng)業(yè)高職院校合作學習進行必要性和可行性分析；最后通過問卷調(diào)查、訪談等方法了解農(nóng)業(yè)高職院校學生特點和教學現(xiàn)狀并分析其中存在的問題，例如：學生文化基礎(chǔ)薄弱、認同感低、學習能力不強，自我管理差，教學中存 在以理論為主的課程、以教師為中心的授課等問題。第四部分，農(nóng)業(yè)高職院校師生在合作學習中的角色扮演。一方面指出教師在合作學習中是學習目標的規(guī)劃者、內(nèi)容的選擇者、技巧的傳授者等；另一方面指出學生在 合作學習中是參與者、評價者等。第五部分，構(gòu)建農(nóng)業(yè)高職合作學習模式的對策。通過對第三、四兩部分關(guān)于農(nóng)業(yè)高職院校合作學習現(xiàn)狀和問題的分析，，提出了構(gòu)建符合農(nóng)業(yè)高職院校特色的合作學習策略。如：提高對農(nóng)業(yè)高職合作學習戰(zhàn)略意義的認識、整合和調(diào)動社會資源、群策群力、加強農(nóng)業(yè)高職師資培訓、建立符合農(nóng)業(yè)高職自身特點的評價機制等。
[Abstract]:Cooperative learning emerged in the United States in the 1970s, which is a new and practical teaching mode. It takes the student as the center, through creates the interaction and the cooperation, the free and the open study atmosphere, has greatly improved the former dreary classroom atmosphere, has stimulated the student's study enthusiasm, has enhanced the student's achievement. This series of success has aroused widespread concern of all countries, and has rapidly become one of the mainstream teaching theories and strategies. At present, our country has carried on the massive practice and the exploration to the cooperative learning, but mainly concentrates in the middle school, the elementary school student, but for the university student especially takes the profession characteristic high vocational college student as the object of the research is very limited. It is almost empty, so this paper focuses on the application of cooperative learning in agricultural vocational colleges. The full text is divided into five parts. Part one, introduction This paper systematically introduces the background and significance of this subject, and points out that it is of great theoretical and practical significance to carry out cooperative learning in agricultural higher vocational colleges. The second part, the main contents of cooperative learning. From the connotation, historical evolution, basic concepts and elements, etc. The third part, the agricultural higher vocational college cooperation study question analysis. Firstly, it points out the connotation, purpose and significance of cooperative learning in agricultural higher vocational colleges; secondly, analyzes the necessity and feasibility of cooperative learning in agricultural vocational colleges; finally, through questionnaire survey, Interview and other methods to understand the characteristics and teaching status of agricultural vocational college students, and analyze the existing problems, such as: weak cultural foundation, low identity, weak learning ability, poor self-management, etc. There are many problems in teaching, such as theory-based curriculum and teacher-centered teaching. The fourth part, the role of teachers and students in cooperative learning. On the one hand, it points out that teachers are the planners of learning goal, the choice of content and the imparting of skills in cooperative learning; on the other hand, students are participants and evaluators in cooperative learning. The fifth part, the construction agricultural higher vocational cooperation study pattern countermeasure. Based on the analysis of the current situation and problems of cooperative learning in agricultural higher vocational colleges in the third and fourth parts, this paper puts forward some cooperative learning strategies which accord with the characteristics of agricultural higher vocational colleges. Such as: to improve the understanding of the strategic significance of cooperative learning in higher agricultural vocational education, to integrate and mobilize social resources, to strengthen the training of teachers in higher agricultural vocational education, and to establish an evaluation mechanism that conforms to the characteristics of agricultural higher vocational education, and so on.
【學位授予單位】：西北農(nóng)林科技大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G712

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