發(fā)布時(shí)間：2018-04-15 16:24

  本文選題：小組合作學(xué)習(xí) + 高中英語(yǔ)��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)練習(xí)課是高中英語(yǔ)教學(xué)中的一種重要課型,能夠幫助學(xué)生對(duì)新授課中所學(xué)內(nèi)容進(jìn)行鞏固和深化,對(duì)提高學(xué)生語(yǔ)言知識(shí)水平、語(yǔ)言實(shí)踐能力及思辨能力也具有重要意義。但是,一直以來,高中英語(yǔ)練習(xí)課始終遵循著傳統(tǒng)教學(xué)模式,教師是課堂的主導(dǎo)者,學(xué)生處于被動(dòng)接受知識(shí)的位置,課堂氣氛基本處于沉悶狀態(tài)。因此,在這種填鴨式的練習(xí)課模式中,學(xué)生無(wú)法真正地參與到課堂中來,學(xué)習(xí)效率低下。長(zhǎng)此以往,學(xué)生對(duì)英語(yǔ)的學(xué)習(xí)興趣下降,教師的教學(xué)得不到學(xué)生的回應(yīng)也會(huì)出現(xiàn)一定的職業(yè)倦怠,更不利的是,學(xué)生在練習(xí)課中得不到應(yīng)有的訓(xùn)練,收獲不大,語(yǔ)言知識(shí)水平和能力得不到應(yīng)有的提高。因此,以學(xué)生為中心,以小組為形式,以開展語(yǔ)言實(shí)踐活動(dòng)為主的“小組合作學(xué)習(xí)”的方式無(wú)疑能夠彌補(bǔ)高中英語(yǔ)練習(xí)課上的教學(xué)不足,為練習(xí)課上全面教學(xué)的開展提供強(qiáng)有力的支持。本文作者以合作學(xué)習(xí)的理論為基礎(chǔ),通過對(duì)合作學(xué)習(xí)的概念、理論基礎(chǔ)和理論意義的研究,結(jié)合高中英語(yǔ)練習(xí)課上的實(shí)際教學(xué)情況,進(jìn)一步闡明了在練習(xí)課上開展合作學(xué)習(xí)的重要意義。作者在山東師范大學(xué)附屬中學(xué)高一學(xué)生中進(jìn)行為期八周(從2016年9月至2016年11月)的教學(xué)實(shí)驗(yàn),就合作學(xué)習(xí)在高一英語(yǔ)練習(xí)課上的應(yīng)用做了實(shí)證研究。作者對(duì)高一兩個(gè)平行的自然班進(jìn)行實(shí)驗(yàn),實(shí)驗(yàn)班在練習(xí)課中運(yùn)用合作學(xué)習(xí)的方法,對(duì)照班采用傳統(tǒng)的練習(xí)課模式,每節(jié)課為40分鐘,對(duì)兩個(gè)班同時(shí)進(jìn)行實(shí)驗(yàn)監(jiān)控。首先,作者對(duì)實(shí)驗(yàn)班學(xué)生的問卷調(diào)查數(shù)據(jù)進(jìn)行定量分析,得出在英語(yǔ)練習(xí)課中開展小組合作學(xué)習(xí)對(duì)學(xué)生的學(xué)習(xí)積極性的影響;其次,作者運(yùn)用SPSS.22.0軟件對(duì)學(xué)生實(shí)驗(yàn)前后的測(cè)試成績(jī)進(jìn)行了定量分析,得出在英語(yǔ)練習(xí)課中開展小組合作學(xué)習(xí)對(duì)學(xué)生學(xué)習(xí)成績(jī)的影響;最后,作者對(duì)實(shí)驗(yàn)班的學(xué)生進(jìn)行面對(duì)面的訪談,并根據(jù)學(xué)生們的回答,進(jìn)行定性分析,得出學(xué)生對(duì)小組合作學(xué)習(xí)的看法和態(tài)度。經(jīng)過八周的教學(xué)實(shí)驗(yàn),結(jié)果表明,在英語(yǔ)練習(xí)課中開展小組合作學(xué)習(xí)能給學(xué)生創(chuàng)造一個(gè)更加輕松活躍的課堂氛圍,因此學(xué)生英語(yǔ)學(xué)習(xí)的興趣和積極性會(huì)有所提高。喜歡學(xué)習(xí)英語(yǔ)且成績(jī)好的學(xué)生慢慢轉(zhuǎn)變對(duì)英語(yǔ)練習(xí)課的態(tài)度,更加重視英語(yǔ)練習(xí)課的鞏固作用,在小組合作學(xué)習(xí)中充分發(fā)揮自己的優(yōu)勢(shì);喜歡學(xué)習(xí)英語(yǔ)但成績(jī)不好的學(xué)生不再垂頭喪氣,更加堅(jiān)定了英語(yǔ)學(xué)習(xí)的信心;不喜歡學(xué)習(xí)英語(yǔ)的學(xué)生也開始慢慢融入課堂,在小組成員的幫助下逐漸地進(jìn)步。通過在練習(xí)課上的小組合作學(xué)習(xí),學(xué)生的英語(yǔ)成績(jī)也有明顯的進(jìn)步,同時(shí)心理素質(zhì)和社交技巧也有顯著的提高。由此可見,在英語(yǔ)練習(xí)課中采用小組合作學(xué)習(xí)的方法是行之有效的。由于本實(shí)驗(yàn)處于初步摸索階段,存在一定局限性,因此作者希望能有更多的一線教師和教學(xué)研究者做進(jìn)一步的研究,為未來高中英語(yǔ)練習(xí)課的教學(xué)提供更多更為行之有效的方法。
[Abstract]:English practice course is an important class in English teaching in senior high school. It can help students to consolidate and deepen what they have learned in the new teaching. It is also of great significance to improve students' language knowledge, language practice ability and speculative ability.However, the English practice course in senior high school has always followed the traditional teaching mode. The teacher is the dominant teacher, the students are in the position of passive acceptance of knowledge, and the classroom atmosphere is basically in a dull state.Therefore, in this spoon-feeding practice class mode, students can not really participate in the classroom, learning efficiency is low.In the long run, students' interest in English learning declines, and teachers' lack of feedback from students can lead to a certain degree of job burnout. What's more, students do not get the training they deserve in practice classes, and the gains are not great.Language knowledge and ability can not be improved.Therefore, the student-centered, group-oriented "group cooperative learning" approach, which focuses on language practice activities, can undoubtedly make up for the lack of teaching in English practice classes in senior high schools.To provide strong support for the development of comprehensive teaching in practice class.Based on the theory of cooperative learning, the author studies the concept, theoretical basis and theoretical significance of cooperative learning, and combines the actual teaching situation in English practice class in senior high school.The importance of cooperative learning in practice class is further expounded.The author conducted an eight-week teaching experiment (from September 2016 to November 2016) among the senior high school students in the affiliated middle school of Shandong normal University, and made an empirical study on the application of cooperative learning in the English practice class of Senior one.The author conducted experiments on one or two parallel natural classes. The experimental class used the cooperative learning method in the practice class, while the control class adopted the traditional practice class mode, each class lasted 40 minutes, and the two classes were monitored simultaneously.First of all, the author makes a quantitative analysis of the questionnaire data of the students in the experimental class, and concludes the influence of group cooperative learning on the students' learning enthusiasm in the English practice class.The author makes a quantitative analysis of the students' test results before and after the experiment by using SPSS.22.0 software, and concludes the effect of group cooperative learning on the students' performance in the English practice class. Finally, the author conducts face-to-face interviews with the students in the experimental class.According to the students' answers, qualitative analysis is carried out to get the students' views and attitudes towards group cooperative learning.After eight weeks of teaching experiments, the results show that group cooperative learning in English practice class can create a more relaxed and active classroom atmosphere for students, so students' interest and enthusiasm in English learning will be improved.Students who like to learn English and have good grades gradually change their attitude towards English practice classes, pay more attention to the consolidation of English practice classes, and give full play to their own advantages in group cooperative learning.Students who like to learn English but do not have good grades are no longer depressed and have strengthened their confidence in learning English. Students who do not like learning English also begin to gradually integrate into the classroom and progress gradually with the help of group members.Through group cooperative learning in practice class, students' English scores have also improved significantly, and their psychological quality and social skills have also been significantly improved.It can be seen from this that the method of group cooperative learning is effective in English practice class.Because the experiment is in the initial stage of exploration, there are some limitations, so the author hopes to have more front-line teachers and teaching researchers to do further research.To provide more effective methods for the teaching of English practice in senior high school in the future.
【學(xué)位授予單位】：山東師范大學(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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