小組合作學(xué)習(xí)這種教學(xué)模式被視為近十年來最重要且最成功的教學(xué)改革之一,頗受稱贊。許多研究表明它能夠提高學(xué)生的學(xué)習(xí)成績。進(jìn)一步研究它對學(xué)生學(xué)習(xí)的影響,有助于我們深化對合作學(xué)習(xí)理論的理解,同時有助于改進(jìn)課堂教學(xué)效果。本研究基于最近發(fā)展區(qū)理論、馬斯洛的需求理論和教育工學(xué)理論,采用實驗與問卷相結(jié)合的設(shè)計,探究以下兩個研究問題:(1)小組合作學(xué)習(xí)會對九年級學(xué)生的英語成績產(chǎn)生什么影響?(2)小組合作學(xué)習(xí)會對九年級學(xué)生的情感產(chǎn)生什么影響?第一個研究問題由實驗解決,第二個研究問題由問卷解決。九年級兩個班的學(xué)生參加了實驗,每班40名學(xué)生。一個班為實驗班,一個班為控制班。實驗前,兩個班進(jìn)行了前測。兩個班的英語成績經(jīng)過獨(dú)立T檢驗后表明兩個班無顯著差異。實驗班還進(jìn)行了問卷調(diào)查。三個月后兩個班進(jìn)行了后測。獨(dú)立T檢驗顯示兩個班的英語成績有顯著差異。說明干預(yù)手段有效,小組合作學(xué)習(xí)對學(xué)生的學(xué)習(xí)成績產(chǎn)生了積極影響。實驗班還進(jìn)行了后測問卷。前后問卷數(shù)據(jù)配對T檢驗后,每個維度都發(fā)生了顯著變化,表明小組合作學(xué)習(xí)對實驗班學(xué)生的情感也產(chǎn)生了積極影響。這些研究結(jié)果對教學(xué)有一定的啟示:(1)教師可在教學(xué)中多采用小組合作學(xué)習(xí)的方式,根據(jù)教...

【文章頁數(shù)】：82 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Abbreviations
1. Introduction
    1.1 Research Background
    1.2 Research Significance
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
2. Literature Review
    2.1 Relevant Concepts
        2.1.1 Group Cooperative Learning
        2.1.2 Emotion
    2.2 Theoretical Basis
        2.2.1 The Zone of Proximal Development Theory
        2.2.2 Maslow’s Hierarchy of Needs Theory
        2.2.3 Classroom Instructional Technology Theory
    2.3 Researches on the Group Cooperative Learning Abroad and at Home
        2.3.1 Researches Abroad
        2.3.2 Researches at Home
        2.3.3 Limitations of Previous Researches
3. Research Design
    3.1 Research Aims
    3.2 Research Questions
    3.3 Participants
    3.4 Research Instruments
        3.4.1 Test paper
        3.4.2 Questionnaire
    3.5 Research Procedures
        3.5.1 Pre-test
        3.5.2 Pre-questionnaire
        3.5.3 Treatments
        3.5.4 Post-test
        3.5.5 Post-questionnaire
        3.5.6 Data Collection and Analysis
4. Results and Discussion
    4.1 Results and Discussion of the Students’Academic Achievement
        4.1.1 Results of the Students’Academic Achievement
        4.1.2 Discussion of Students’Academic Achievement
    4.2 Results and Discussion of the Students’ Emotions
        4.2.1 Results of the Students’ Emotions
        4.2.2 Discussion of the Students’ Emotions
5. Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of this Present Research
    5.4 Suggestions for the Future Research
References
AppendixⅠ Test paper
AppendixⅡ Questionnaire
AppendixⅢ A-week Group Competition Form
AppendixⅣ Self-evaluation Form
AppendixⅤ Group-evaluation Form
AppendixⅥ The Study Process Evaluation System
AppendixⅦ The Study Process Evaluation System
作者簡介
附件



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