好的學(xué)習(xí)方式能夠促進(jìn)高中階段學(xué)生學(xué)習(xí)能力的發(fā)展,合作學(xué)習(xí)是近幾年發(fā)展起來(lái)的重要的學(xué)習(xí)方式,在提高學(xué)生課堂參與度和促進(jìn)師生溝通交流方面起了重要作用�！镀胀ǜ咧杏⒄Z(yǔ)課程標(biāo)準(zhǔn)》(2017)提倡教師在英語(yǔ)教學(xué)中運(yùn)用合作學(xué)習(xí)的方式進(jìn)行教學(xué),在增強(qiáng)學(xué)生學(xué)習(xí)能力的同時(shí)增強(qiáng)學(xué)生的交際能力。合作學(xué)習(xí)為高中階段學(xué)生的英語(yǔ)學(xué)習(xí)提供了強(qiáng)有力的支撐。本文選取煙臺(tái)某高中的22名英語(yǔ)老師和120名學(xué)生作為研究對(duì)象,采用問(wèn)卷調(diào)查和訪談的方式作為本論文的研究工具。將建構(gòu)主義理論、需要層次理論和社會(huì)互賴?yán)碚撟鳛槔碚摶A(chǔ),對(duì)合作學(xué)習(xí)和核心素養(yǎng)的有關(guān)概念和國(guó)內(nèi)外現(xiàn)狀進(jìn)行了梳理和分析。以下是本文的三個(gè)研究問(wèn)題:(1)學(xué)生和教師對(duì)核心素養(yǎng)背景下高中英語(yǔ)合作學(xué)習(xí)的態(tài)度是怎樣的?(2)核心素養(yǎng)背景下高中英語(yǔ)合作學(xué)習(xí)在小組劃分、時(shí)間分配和小組展示方面的基本情況和存在問(wèn)題是什么?(3)核心素養(yǎng)背景下高中英語(yǔ)合作學(xué)習(xí)對(duì)學(xué)生的語(yǔ)言能力和學(xué)習(xí)能力有什么影響?通過(guò)對(duì)問(wèn)卷調(diào)查和訪談結(jié)果的分析,作者得出了以下結(jié)論:(1)大多數(shù)學(xué)生和教師對(duì)核心素養(yǎng)背景下高中英語(yǔ)合作學(xué)習(xí)持積極的態(tài)度。(2)在小組劃分方面,大部分教師通常根據(jù)自己的意愿或?qū)W生的座位將學(xué)生... 

【文章來(lái)源】：魯東大學(xué)山東省

【文章頁(yè)數(shù)】：92 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 The Purpose and Significance of the Study
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Definition of Related Concepts
        2.1.1 Cooperative Learning
        2.1.2 Key Competencies
    2.2 Basic Elements of Cooperative Learning
    2.3 Theoretical Basis
        2.3.1 Constructivism Learning Theory
        2.3.2 Hierarchy of Needs Theory
        2.3.3 Social Interdependence Theory
    2.4 Researches on Cooperative Learning at Home and Abroad
        2.4.1 Researches on Cooperative Learning Abroad
        2.4.2 Researches on Cooperative Learning at Home
    2.5 Researches on Key Competencies at Home and Abroad
        2.5.1 Researches on Key Competencies Abroad
        2.5.2 Researches on Key Competencies at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Research Procedure
Chapter Four Results and Discussion
    4.1 The Attitudes of Teachers and Students on Cooperative Learning
        4.1.1 Students’Attitudes
        4.1.2 Teachers’Attitudes
    4.2 General Situation and Existing Problems of Cooperative Learning
        4.2.1 Group Division of Cooperative Learning
        4.2.2 Time Allocation of Cooperative Learning
        4.2.3 Group Demonstration of Cooperative Learning
    4.3 The Impacts on Linguistic Competence and Learning Ability
        4.3.1 The Impacts on Linguistic Competence
        4.3.2 The Impacts on Learning Ability
        4.3.3 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implication
    5.3 Limitation
    5.4 Suggestions for Further Study
References
Appendix One Questionnaires For Students
Appendix Two Questionnaires For Teachers
Appendix Three Interview Outline For Students
Appendix Four Interview Outline For Teachers
About the Author



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