發(fā)布時間：2021-09-29 01:53

　　在小學(xué)英語學(xué)習(xí)中,詞匯起著至關(guān)重要的作用。目前,我國很多小學(xué)英語教師仍然采用傳統(tǒng)的方法教授詞匯,長久下來,一大部分的學(xué)生就慢慢失去了學(xué)習(xí)英語的興趣,學(xué)習(xí)英語單詞就成了一個很困難的問題。一些教學(xué)一線的英語教師在不斷探索新的詞匯教學(xué)方法,以促進小學(xué)英語詞匯教學(xué),其中,合作學(xué)習(xí)法是現(xiàn)在比較推崇的一種學(xué)習(xí)方法。合作學(xué)習(xí)的教學(xué)活動特別強調(diào)學(xué)生間的合作性互動,它能夠使課堂氣氛變得輕松愉快,讓學(xué)生學(xué)習(xí)進步,并且在培養(yǎng)學(xué)生的非認(rèn)知品質(zhì)方面效果顯著。同時,這個具有創(chuàng)新性和高效性的合作學(xué)習(xí)理論也被廣泛應(yīng)用于許多課堂中。筆者也嘗試將這一理論應(yīng)用到自己的詞匯教學(xué)課堂中,期望能夠取得良好的效果。本文的研究問題有以下2個:1、合作學(xué)習(xí)是否提高小學(xué)生的英語詞匯成績?2、合作學(xué)習(xí)是否積極地改善了小學(xué)生學(xué)習(xí)詞匯的態(tài)度?為了回答以上二個問題,本研究用時14周,筆者所教的小學(xué)五年級的二個自然班各40名學(xué)生作為實驗對象,五（3）班為實驗班級,采用合作學(xué)習(xí)的方式進行詞匯學(xué)習(xí)。五（4）班為控制班,采用傳統(tǒng)的教學(xué)方法進行詞匯學(xué)習(xí)。在實驗前對兩個班級進行詞匯測驗以此表明這兩個班英語詞匯水平相當(dāng),從而說明實驗操作的科學(xué)性,并在實驗班使... 

【文章來源】：廣州大學(xué)廣東省

【文章頁數(shù)】：107 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Acbstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of this Thesis
Chapter Two Literature Review
    2.1 Cooperative Learning
        2.1.1 Definition of Cooperative Learning
        2.1.2 Basic Elements of Cooperative Learning
        2.1.3 Strategies of Cooperative Learning
        2.1.4 Methods of Cooperative Learning
    2.2 Vocabulary Teaching
        2.2.1 Definition of Vocabulary Teaching
        2.2.2 Researches of Vocabulary Teaching Abroad and at Home
        2.2.3 Methods of Vocabulary Teaching
    2.3 Studies on Cooperative Learning to Vocabulary Teaching
        2.3.1 Studies on Cooperative Learning to Vocabulary Teaching Abroad
        2.3.2 Studies on Cooperative Learning to Vocabulary Teaching at Home
    2.4 Research Gap
Chapter Three Theoretical Basics
    3.1 Social Interdependence Theory
        3.1.1 Introduction to Social Interdependence Theory
        3.1.2 Social Interdependence Theory and Cooperative Learning
    3.2 Cognitive Theory
        3.2.1 Introduction to Cognitive Theory
        3.2.2 Cognitive Theory and Cooperative Learning
    3.3 Motivational Theory
        3.3.1 Introduction to Motivational Theory
        3.3.2 Motivational Theory and Cooperative Learning
    3.4 Summary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Variables
    4.4 Research Instruments
        4.4.1 Tests
        4.4.2 Questionnaires
        4.4.3 Interview
    4.5 Research Procedures
        4.5.1 Experiment Preparation
            4.5.1.1 Experiment Preparation in Experimental Class
            4.5.1.2 Experiment Preparation in Control Class
        4.5.2 Teaching Procedure
            4.5.2.1 Teaching Procedure in Experimental Class
            4.5.2.2 Teaching Procedure in Control Class
    4.6 Data Collection and Analysis
Chapter Five Results and Discussions
    5.1 Results
        5.1.1 Results of Vocabulary Tests
        5.1.2 Results of the Questionnaires Scores in EC
        5.1.3 Results of the Interviews
    5.2 Discussions
        5.2.1 Discussion Related to Research Question1
        5.2.2 Discussion Related to Research Question2
    5.3 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Research
    6.4 Suggestions for Future Researches
References
Appendices
Appendix Ⅰ:Vocabulary Pretest
Appendix Ⅱ:Vocabulary Post-test
Appendix Ⅲ:Pre-questionnaire
Appendix Ⅳ:A Sample Lesson Plan for Experimental Class
Appendix Ⅴ:A Sample Lesson Plan for Control Class
Appendix Ⅵ:Interview
Appendix Ⅶ:Schedule of the Vocabulary Scores in EC
Appendix Ⅷ:Data of Questionnaire
Appendix Ⅸ:Schedule of the Task Assignment
Appendix Ⅹ:Groups of Cooperative Learning and Cards
Academic Papers Published During Postgraduate Study



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