本文選題：高中 + 英語�。� 參考：《四川師范大學》2017年碩士論文

【摘要】：本文主要對高中英語課外小組合作學習的實踐展開研究,旨在為高中英語課外小組合作學習的開展提供一個全新而有效的教學實踐版本。本文首先回顧了前人對合作學習的研究成果,同時概述了合作學習的相關理論流派及其主要觀點。在此基礎上,通過問卷調查探討和總結了目前高中英語合作學習中諸多急待解決的問題:合作學習過于形式化,缺乏明確的目的;合作學習中的管理不當;合作學習中教師的角色定位不準確;分組隨意化且缺乏組內分工。然后對目前高中英語合作學習存在的問題進行了原因分析:教師缺乏理論知識和創(chuàng)新實踐;學校運營模式和管理的相對滯后;教學內容安排缺乏合理性;學生缺乏合作意識。最后提出了解決目前高中英語合作學習存在問題的策略與建議:教師應做好充分的理論與實踐準備;教師應定位好自己在合作學習中的不同角色;采用多元化的評價體系;增強學生的合作意識和合作技能;合理分配學習小組;合理安排教學內容;選擇恰當?shù)姆绞椒椒?營造合理的教學情境。在對中國高中英語合作學習的發(fā)展脈絡進行全面梳理后,本文重點從理論和實踐層面探討了在高中英語教學中如何實施課外小組合作學習;文章分別從:高中英語課外小組合作學習中的師生關系界定,分組原則,實施方案以及評價機制等幾個方面進行了詳細的探討。文章提出:在高中英語課外小組合作學習中,師生之間最核心的關系是一種平等的合作關系,他們之間就學習中的各種問題以平等的身份相互探討和交流。當然,在高中英語課外合作學習過程中,師生之間雖然地位平等,但是在角色分工上是有明顯差別的。教師的角色包括:組織者、參與者、指導者、監(jiān)管者、評價者。而作為學生,在英語課外合作學習中主要的角色是主體參與者,是學習活動的主角。關于課外小組合作學習中的分組,筆者認為必須堅持“組內異質,組間同質”的原則,在分組中要盡量保證各小組間的能力水平基本一致,以便讓各小組之間展開公平的競爭。關于英語課外小組合作學習的實施,筆者認為在高中英語課外小組合作學習的實施方案中,最為核心的兩個部分為:一是人的安排,二是學習內容和目標的確定。關于評價機制,筆者認為對高中英語課外合作學習的評價,要采用科學而合理的多元評價機制對英語課外小組合作學習進行全面的評價。最后筆者將高中英語課外小組合作學習實踐研究結果投放在X縣HR高級中學高一、(一)班,收到了較好的效果。本文通過對高中英語課外小組合作學習展開實踐研究,提出了課外小組合作學習,課堂內展示的教學方式,以供其他英語教師借鑒和參考。
[Abstract]:This paper focuses on the practice of cooperative learning in English extracurricular groups in senior high school, in order to provide a new and effective version of teaching practice for the development of cooperative learning in English extracurricular groups in senior high school. This paper first reviews the previous researches on cooperative learning and summarizes the relevant schools of cooperative learning and its main points of view. On the basis of this, the paper discusses and summarizes many urgent problems in English cooperative learning in senior high school by means of questionnaire survey: cooperative learning is too formalized and lacks clear purpose, and the management of cooperative learning is improper. The role orientation of teachers in cooperative learning is inaccurate, the group is arbitrary and the division of labor within the group is lacking. Then it analyzes the causes of the problems in senior high school English cooperative learning: teachers' lack of theoretical knowledge and innovative practice; the relative lag of school operation mode and management; the lack of rationality in teaching content arrangement; and the lack of cooperative consciousness among students. Finally, the paper puts forward some strategies and suggestions to solve the problems existing in English cooperative learning in senior high school: teachers should make full theoretical and practical preparations, teachers should position their different roles in cooperative learning, and adopt a diversified evaluation system. Enhance students' cooperative consciousness and skills; allocate study groups rationally; arrange teaching content rationally; choose appropriate ways and methods; create reasonable teaching situation. After a comprehensive analysis of the development of cooperative English learning in senior high schools in China, this paper focuses on how to implement cooperative learning in extracurricular groups in senior high school English teaching from the theoretical and practical aspects. This paper discusses in detail the relationship between teachers and students, the principle of grouping, the implementation scheme and the evaluation mechanism. The paper points out that the most important relationship between teachers and students is a kind of equal cooperative relationship in the cooperative learning of high school English extracurricular groups, and they discuss and communicate with each other in equal status on various problems in their study. Of course, in the process of cooperative learning, there are obvious differences in the division of roles between teachers and students, although the status of teachers and students is equal. The role of a teacher includes: organizer, participant, mentor, supervisor, evaluator. As a student, the main role in English extracurricular cooperative learning is the main participant and the protagonist of learning activities. As for the grouping in extracurricular group cooperative learning, the author holds that the principle of "heterogeneity within groups, homogeneity among groups" must be adhered to, and the ability level among groups should be basically consistent in order to make the competition between groups fair. As for the implementation of cooperative learning in English extracurricular groups, the author believes that in the implementation of cooperative learning in English extracurricular groups in senior high school, the two most important parts are: one is the arrangement of people, the other is the determination of learning contents and objectives. On the evaluation mechanism, the author thinks that the scientific and reasonable multiple evaluation mechanism should be used to evaluate the cooperative learning of English extracurricular groups in senior high school. In the end, the author puts the results of the study on cooperative learning practice in the first year of senior high school in X County HR High School, and gets a good result. Based on the practical study of cooperative learning in English group in senior high school, this paper puts forward the teaching methods of extracurricular group cooperative learning, which can be used for reference by other English teachers.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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