發(fā)布時(shí)間：2018-02-04 06:01

  本文關(guān)鍵詞： 協(xié)同學(xué)習(xí) 英語(yǔ)閱讀 行動(dòng)研究　出處：《華東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：閱讀是英語(yǔ)教學(xué)的重要領(lǐng)域,閱讀的好壞是衡量學(xué)習(xí)者外語(yǔ)水平高低很重要的指標(biāo)。雖然一線的初中英語(yǔ)教師已經(jīng)認(rèn)識(shí)到培養(yǎng)學(xué)生英語(yǔ)閱讀能力的重要性,但是初中英語(yǔ)閱讀教學(xué)依舊存在著許多問(wèn)題與不足,從而降低了學(xué)生的英語(yǔ)學(xué)習(xí)興趣。所以,探索英語(yǔ)閱讀課的教法,提高學(xué)生的閱讀興趣,是中學(xué)英語(yǔ)教學(xué)的重要目標(biāo)之一。按照新課標(biāo)的要求,教師應(yīng)鼓勵(lì)學(xué)生通過(guò)實(shí)踐、參與、探究、協(xié)作等方式掌握語(yǔ)言知識(shí)和技能。本研究就是在此背景下,探究初中英語(yǔ)閱讀課教學(xué)方法的改進(jìn),激發(fā)學(xué)生的英語(yǔ)學(xué)習(xí)興趣,讓大部分的學(xué)生能體會(huì)到閱讀的快樂(lè),取得英語(yǔ)閱讀能力的實(shí)質(zhì)性提高。本論文共分為五部分,緒論部分簡(jiǎn)單介紹了選題緣由、研究目的、研究?jī)?nèi)容和研究意義,我界定了本文中協(xié)同學(xué)習(xí)(Collaborative Learning)的內(nèi)涵,并比較了“協(xié)同學(xué)習(xí)(Collaborative Learning)”與“合作學(xué)習(xí)(Cooperative Learning)”的異同。文獻(xiàn)綜述部分簡(jiǎn)要闡述了協(xié)同學(xué)習(xí)的理論基礎(chǔ),理論基礎(chǔ)包括維果茨基的最近發(fā)展區(qū)理論、學(xué)習(xí)共同體理論、社會(huì)建構(gòu)主義的社會(huì)協(xié)商論等理論,還介紹了國(guó)內(nèi)外協(xié)同學(xué)習(xí)促進(jìn)學(xué)生發(fā)展的實(shí)證研究及有關(guān)英語(yǔ)閱讀協(xié)同學(xué)習(xí)研究等。第一章交代了研究問(wèn)題和研究假設(shè)、研究對(duì)象和研究方法,簡(jiǎn)單介紹了研究步驟。第二章探討如何創(chuàng)設(shè)協(xié)同學(xué)習(xí)的環(huán)境。學(xué)生之間互信、互賴的關(guān)系是協(xié)同學(xué)習(xí)的基石,在此基礎(chǔ)上,第二節(jié)介紹了幫助學(xué)生建立互學(xué)關(guān)系的方法。良好互學(xué)關(guān)系形成的關(guān)鍵是要建立平等的對(duì)話關(guān)系,要使課堂的交流具有對(duì)話的性質(zhì),就要在課堂中建立一種話語(yǔ)規(guī)則。第三節(jié)從“師生”和“生生”這兩個(gè)角度闡述了如何在英語(yǔ)閱讀課堂建立有效的話語(yǔ)規(guī)則,促使學(xué)生萌發(fā)更好的觀點(diǎn)和想法。其中,教師起到了引導(dǎo)、鼓勵(lì)和串聯(lián)學(xué)生話語(yǔ)的作用,是“退到幕后的英雄”,第四節(jié)就教師在學(xué)習(xí)共同體中扮演的不同角色進(jìn)行了分析和總結(jié)。第三章分為三部分闡述協(xié)同學(xué)習(xí)的任務(wù)設(shè)計(jì),第一部分指出選擇、開發(fā)課本內(nèi)、課本外閱讀材料的意義和方法;第二部分在研究各種問(wèn)題分類方法的基礎(chǔ)上,歸納了本論文關(guān)于閱讀材料的問(wèn)題類型;第三部分就其中的挑戰(zhàn)性問(wèn)題再做深入研究,定義挑戰(zhàn)性問(wèn)題及剖析挑戰(zhàn)性問(wèn)題的特點(diǎn)。第四章分析了行動(dòng)研究的結(jié)果,主要通過(guò)訪談、學(xué)業(yè)成績(jī)對(duì)比等說(shuō)明協(xié)同學(xué)習(xí)對(duì)于提高學(xué)生的閱讀興趣,增強(qiáng)學(xué)生的英語(yǔ)閱讀能力的作用。最后,我反思了研究中的不足,提出有待進(jìn)一步研究的課題。
[Abstract]:Reading is an important field in English teaching. Reading is an important indicator to measure learners' foreign language proficiency, although the front-line English teachers in junior high school have realized the importance of developing students' reading ability. However, there are still many problems and shortcomings in junior high school English reading teaching, which reduces students' interest in English learning. According to the requirements of the new curriculum, teachers should encourage students to master language knowledge and skills through practice, participation, inquiry and cooperation. To explore the improvement of the teaching method of reading in junior high school, to stimulate the students' interest in English learning, and to make most students feel the joy of reading. This thesis is divided into five parts. The introduction briefly introduces the reason, purpose, content and significance of the research. I have defined the connotation of collaborative learning in this paper. This paper also compares "Cooperative Learning" with "Cooperative Learning Cooperative Learning". In the part of literature review, the theoretical basis of collaborative learning is briefly expounded. The theoretical basis includes Vygotsky's theory of the proximal development zone, the theory of learning community, the theory of social constructivism and the theory of social consultation. It also introduces the empirical research on cooperative learning for students at home and abroad and the research on cooperative learning in English reading. Chapter one gives an account of the research questions and hypotheses, the research objects and the research methods. The second chapter discusses how to create a collaborative learning environment. The relationship between students mutual trust and interdependence is the cornerstone of collaborative learning. The second section introduces the methods to help students to establish mutual learning relationship. The key to forming a good mutual learning relationship is to establish equal dialogue relationship and to make classroom communication have the nature of dialogue. It is necessary to establish a kind of discourse rules in the classroom. The third section expounds how to establish effective discourse rules in English reading class from the perspectives of "teachers and students" and "students". The teacher plays the role of guiding, encouraging and connecting the students' words, and is "the hero who retreats behind the scenes". Section 4th analyzes and summarizes the different roles played by teachers in the learning community. The third chapter is divided into three parts to elaborate the task design of collaborative learning. The first part points out the choice and development of textbooks. The meaning and method of reading material outside the textbook; In the second part, on the basis of studying the classification methods of various kinds of questions, the author summarizes the types of questions about reading materials in this paper. In the third part, we do further research on the challenging problems, define the challenging problems and analyze the characteristics of the challenging problems. Chapter 4th analyzes the results of the action research, mainly through interviews. The comparison of academic achievement shows that cooperative learning plays an important role in improving students' reading interest and enhancing their English reading ability. Finally, I reflect on the shortcomings of the study and propose some topics for further study.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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