本文選題：桂林市與梧州市　切入點(diǎn)：普通高中　出處：《廣西師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：合作學(xué)習(xí)作為一種有效的學(xué)習(xí)方式,在英語新課程的實(shí)施當(dāng)中發(fā)揮著重要的作用。合作學(xué)習(xí)能夠改善課堂氣氛,提高學(xué)生的學(xué)習(xí)成績,提高學(xué)生的與人合作交流的能力,并促進(jìn)學(xué)生的全面發(fā)展。許多學(xué)者從合作學(xué)習(xí)的內(nèi)涵、影響合作學(xué)習(xí)的因素等方面進(jìn)行了研究。但目前針對(duì)中學(xué)英語課堂中具體實(shí)施合作學(xué)習(xí)過程中產(chǎn)生的問題的相關(guān)研究成果還很不多,研究對(duì)象是多數(shù)關(guān)注義務(wù)教育階段的學(xué)生,對(duì)高中階段的研究還有一定的空間。因此,本文在最近發(fā)展區(qū)和人本主義的相關(guān)理論指導(dǎo)下,通過調(diào)查研究普通高中生的英語合作學(xué)習(xí)現(xiàn)狀,獲得科學(xué)的數(shù)據(jù),并對(duì)桂林市和梧州市高中學(xué)生的英語合作學(xué)習(xí)現(xiàn)狀進(jìn)行對(duì)比,分別分析桂林市和梧州市高中英語合作學(xué)習(xí)存在的問題以及產(chǎn)生這些問題的深層原因,并針對(duì)兩個(gè)城市的高中生合作學(xué)習(xí)中出現(xiàn)的這些問題提出相應(yīng)的對(duì)策。本文采用問卷調(diào)查的研究方法,輔之以訪談。以廣西桂林市和梧州市普通高中(桂林市第八中學(xué)、桂林市第十七中學(xué)、梧州市第二中學(xué)、梧州市第八中學(xué))的高二年級(jí)中的415名學(xué)生和6名英語教師作為研究對(duì)象。調(diào)查問卷參考了約翰遜(1998)對(duì)合作學(xué)習(xí)的界定和分類,稍作修改編制而成。該問卷包括六個(gè)維度:對(duì)小組合作學(xué)習(xí)的態(tài)度,小組成員之間的積極互賴,小組成員面對(duì)面的促進(jìn)性互動(dòng),小組成員的個(gè)人責(zé)任感,小組交流的合作技能,小組評(píng)價(jià)與反思。本研究主要探討三個(gè)問題:(1)桂林市和梧州市普通高中的英語合作學(xué)習(xí)存在什么樣的差異性?(2)桂林市和梧州市普通高中的英語合作學(xué)習(xí)分別存在哪些問題?(3)我們應(yīng)該通過哪些有效的途徑來分別促進(jìn)桂林市和梧州市普通高中的英語合作學(xué)習(xí)?本文研究結(jié)果表明:(1)總體而言,桂林市與梧州市的普通高中學(xué)生在英語合作學(xué)習(xí)不存在顯著差異,兩個(gè)城市的學(xué)生在英語合作學(xué)習(xí)的表現(xiàn)均處于中等水平,其中梧州學(xué)生在英語合作學(xué)習(xí)四個(gè)方面的表現(xiàn)比桂林學(xué)生更好,即:積極互賴,個(gè)人責(zé)任感,合作技能和小組評(píng)價(jià)與反思等四個(gè)方面;(2)桂林市普通高中英語合作學(xué)習(xí)存在的問題主要有:分組不科學(xué),學(xué)習(xí)目標(biāo)不明確和缺乏合作意識(shí)和合作技能。梧州市普通高中英語合作學(xué)習(xí)存在的問題主要在于:教師表現(xiàn)不佳,缺乏有效的評(píng)價(jià)和合作學(xué)習(xí)效果不滿意。(3)通過分析桂林市和梧州市存在的合作學(xué)習(xí)問題,本文作者提出了一些具體有效的策略來改善普通高中的英語合作學(xué)習(xí)�；谘芯拷Y(jié)果,為提高高中英語合作學(xué)習(xí)的效率,本文分別針對(duì)桂林市和梧州市在英語合作學(xué)習(xí)當(dāng)中分別存在的問題提出了以下幾點(diǎn)可操作性的建議,于桂林市而言:建立科學(xué)合理的合作小組;確定明確的合作學(xué)習(xí)目標(biāo);培養(yǎng)學(xué)生的合作意識(shí)和合作技能。于梧州市而言:給教師提供充分的指導(dǎo);建立有效的評(píng)價(jià)機(jī)制;提高英語合作學(xué)習(xí)的效率。
[Abstract]:Cooperative learning, as an effective learning method, plays an important role in the implementation of the new English curriculum. Cooperative learning can improve the classroom atmosphere, improve students' academic performance and improve their ability to communicate with others. And to promote the overall development of students. Many scholars from the connotation of cooperative learning, The factors that affect cooperative learning have been studied. However, there are few research results on the problems arising from the implementation of cooperative learning in the middle school English classroom. The object of study is most of the students who pay attention to the compulsory education stage. Therefore, under the guidance of the theory of proximal development area and humanism, this paper investigates the current situation of English cooperative learning of ordinary high school students and obtains scientific data. By comparing the current situation of cooperative English learning between senior high school students in Guilin and Wuzhou, the paper analyzes the problems in cooperative English learning in Guilin and Wuzhou as well as the underlying causes of these problems. And the corresponding countermeasures are put forward to solve these problems in the cooperative learning of senior high school students in the two cities. This paper adopts the research method of questionnaire, supplemented by interviews, and takes the common high schools in Guilin and Wuzhou, Guangxi (8th middle school in Guilin), as well. In Guilin 17th Middle School, Wuzhou No. 2 Middle School, Wuzhou No. 8th Middle School), 415 students and 6 English teachers in grade two of senior high school were selected as subjects. The questionnaire refers to the definition and classification of cooperative learning. The questionnaire consists of six dimensions: attitude towards group cooperative learning, positive interdependence among group members, face-to-face facilitation of group members, individual responsibility of team members, cooperative skills in group communication, Group evaluation and reflection. This study mainly discusses three questions: 1) what are the differences in English cooperative learning between Guilin City and Wuzhou City? What are the problems of cooperative English learning in Guilin City and Wuzhou City? What effective ways should we adopt to promote cooperative English learning in ordinary senior high schools in Guilin and Wuzhou respectively? The result of this study shows that there is no significant difference in cooperative English learning between ordinary senior high school students in Guilin and Wuzhou, and the performance of students in cooperative English learning in both cities is at a moderate level. Wuzhou students performed better than Guilin students in four aspects of cooperative English learning, that is, positive interdependence, personal responsibility, The main problems of cooperative English learning in senior high school in Guilin are as follows: unscientific grouping. The main problems of English cooperative learning in Wuzhou senior high school are: teachers' poor performance. Based on the analysis of cooperative learning problems in Guilin and Wuzhou, the author proposes some concrete and effective strategies to improve cooperative English learning in senior high schools. In order to improve the efficiency of cooperative English learning in senior high school, this paper puts forward the following operable suggestions for the problems existing in cooperative English learning in Guilin and Wuzhou, respectively. In Guilin City: to establish scientific and reasonable cooperative group; to establish clear cooperative learning goals; to cultivate students' cooperation awareness and skills. In Wuzhou City: to provide adequate guidance to teachers; to establish an effective evaluation mechanism; Improve the efficiency of cooperative English learning.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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