【摘要】：高中英語課程標(biāo)準(zhǔn)強(qiáng)調(diào)英語教學(xué)要提高學(xué)生“自主學(xué)習(xí)能力和合作學(xué)習(xí)能力”。英語閱讀教學(xué)采用“以學(xué)生為中心”的合作學(xué)習(xí)教學(xué)方式,以提高學(xué)生的英語學(xué)習(xí)興趣并促使學(xué)生通過相互的交流和合作不斷地自我提高。然而目前很多農(nóng)村地區(qū)教師依然采取傳統(tǒng)的“填鴨式”單一的英語閱讀教學(xué)方式,嚴(yán)重扼殺了學(xué)生英語語言學(xué)習(xí)的積極性。尋求農(nóng)村地區(qū)的英語閱讀教學(xué)改革新的方法,提高農(nóng)村高中學(xué)生的英語閱讀水平,是當(dāng)前亟需解決的問題。因此本研究以建構(gòu)主義學(xué)習(xí)理論,最近發(fā)展區(qū)理論和動(dòng)機(jī)理論為依據(jù),采用定量研究和定性研究相結(jié)合的方法,從農(nóng)村高中英語閱讀的實(shí)際狀況出發(fā),試圖將合作學(xué)習(xí)應(yīng)用到農(nóng)村高中英語閱讀教學(xué)中,旨在回答以下三個(gè)問題:1.合作學(xué)習(xí)對(duì)農(nóng)村高中學(xué)生英語閱讀的成績有什么影響?2.合作學(xué)習(xí)對(duì)農(nóng)村高中學(xué)生英語閱讀的學(xué)習(xí)興趣有什么影響?3.與傳統(tǒng)英語閱讀教學(xué)相比,合作學(xué)習(xí)的英語閱讀教學(xué)在農(nóng)村高中有哪些特點(diǎn)?本研究以農(nóng)村高中高一年級(jí)兩個(gè)班(71)名學(xué)生為研究對(duì)象,隨機(jī)選取一個(gè)班作為實(shí)驗(yàn)班,另一個(gè)作為控制班。前測(cè)顯示,兩個(gè)班的英語閱讀水平大體相同。實(shí)驗(yàn)班采用合作學(xué)習(xí)的英語閱讀教學(xué)方法,控制班進(jìn)行傳統(tǒng)教學(xué)。為了檢測(cè)合作學(xué)習(xí)對(duì)學(xué)生閱讀成績的影響,在實(shí)驗(yàn)后,對(duì)學(xué)生的閱讀水平進(jìn)行了后測(cè)。同時(shí)采用問卷調(diào)查和訪談的方法來了解學(xué)生在合作學(xué)習(xí)的學(xué)習(xí)方法指導(dǎo)之下英語學(xué)習(xí)成績,興趣和態(tài)度的變化,并運(yùn)用SPSS 19.0社會(huì)統(tǒng)計(jì)學(xué)軟件進(jìn)行統(tǒng)計(jì)和分析。本研究得出以下結(jié)論:1.實(shí)驗(yàn)班學(xué)生的英語閱讀成績較高于控制班,表明英語閱讀教學(xué)中合作學(xué)習(xí)教學(xué)方式更能提高農(nóng)村高中學(xué)生的學(xué)習(xí)成績。2.學(xué)生們對(duì)合作學(xué)習(xí)教學(xué)方式持有積極的態(tài)度,在閱讀過程中學(xué)習(xí)動(dòng)機(jī)強(qiáng)烈,積極合作,學(xué)習(xí)興趣得到極大激發(fā)。3.與傳統(tǒng)英語閱讀教學(xué)相比,合作學(xué)習(xí)的英語閱讀教學(xué)的顯著特點(diǎn)是能夠以學(xué)生為中心,增強(qiáng)學(xué)生的自主學(xué)習(xí)能力,注重提升學(xué)生核心素養(yǎng)品質(zhì)。
[Abstract]:High school English curriculum standard emphasizes that English teaching should improve students' autonomous learning ability and cooperative learning ability. In order to improve students' interest in English learning and promote their self-improvement through mutual communication and cooperation, English reading teaching adopts "student-centered" cooperative learning teaching method. However, at present, many teachers in rural areas still adopt the traditional "spoon-feeding" method of English reading teaching, which seriously stifles the enthusiasm of students in English language learning. It is an urgent problem to seek new ways to reform English reading teaching in rural areas and to improve the English reading level of rural senior high school students. Therefore, based on constructivist learning theory, proximal development area theory and motivation theory, this study combines quantitative and qualitative studies, starting from the actual situation of English reading in rural senior high schools. This paper attempts to apply cooperative learning to the teaching of English reading in rural senior high schools in order to answer the following three questions: 1. What effect does cooperative learning have on the English reading scores of rural senior high school students? 2. How does cooperative learning affect the interest of rural senior high school students in English reading? Compared with traditional English reading teaching, what are the characteristics of cooperative learning English reading teaching in rural high schools? In this study, one class was chosen as the experimental class and the other as the control class. The pre-test shows that the English reading level of the two classes is roughly the same. The experimental class adopts the cooperative English reading teaching method, and the control class carries on the traditional teaching. In order to test the effect of cooperative learning on students' reading achievement, the students' reading level was tested after the experiment. At the same time, questionnaires and interviews were used to find out the changes of students' English learning achievement, interest and attitude under the guidance of cooperative learning methods, and SPSS 19.0 social statistics software was used to carry out statistics and analysis. This study draws the following conclusions: 1. The results of the experimental class were higher than that of the control class, which indicated that the cooperative learning teaching method in English reading teaching could improve the performance of the rural senior high school students. 2. Students have a positive attitude towards cooperative learning teaching, learning motivation in the reading process, active cooperation, learning interest has been greatly stimulated. 3. Compared with traditional English reading teaching, cooperative English reading teaching is characterized by being student-centered, enhancing students' autonomous learning ability and enhancing students' core quality.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2018
【分類號(hào)】：G633.41

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