本文選題：卡甘結(jié)構(gòu)法 + 課堂參與　； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：合作學(xué)習(xí)是國內(nèi)外教學(xué)領(lǐng)域普遍關(guān)注的熱點問題。其中,合作學(xué)習(xí)課堂中的學(xué)生參與倍受研究者的重視。學(xué)生課堂參與不僅會影響教師的教學(xué)效力,而且還影響學(xué)生的學(xué)習(xí)效果。積極主動的課堂參與是廣大教師所熱切追求的。但是,現(xiàn)階段的學(xué)生參與狀況卻差強(qiáng)人意,存在諸如參與度不均、被動參與等諸多問題。本文以七年級學(xué)生為被試,采取準(zhǔn)實驗設(shè)計中的不等控制組前后測設(shè)計,進(jìn)行了15周的教學(xué)實驗,以此探討卡甘結(jié)構(gòu)法對初中生課堂參與的影響。利用研究者修訂的《合作學(xué)習(xí)課堂中學(xué)生參與量表》測查學(xué)生的課堂參與情況。為了進(jìn)一步探究卡甘結(jié)構(gòu)法對學(xué)生課堂參與意愿的影響,研究者在教學(xué)實驗過程中運用訪談法和課堂觀察法收集數(shù)據(jù)并進(jìn)行分析。本研究的主要結(jié)論如下:一、卡甘結(jié)構(gòu)法對提高學(xué)生的課堂參與度有顯著影響。在卡甘結(jié)構(gòu)法的課堂中,學(xué)生的參與度和參與意愿顯著高于其在常規(guī)合作學(xué)習(xí)法的課堂中的表現(xiàn),尤其是在學(xué)生的行為參與和認(rèn)知參與方面。二、卡甘結(jié)構(gòu)法能有效地提高學(xué)生的課堂參與意愿。在卡甘結(jié)構(gòu)法的課堂中,學(xué)生有更多的參與機(jī)會,有更強(qiáng)的學(xué)習(xí)動機(jī),參與過程更加愉快,學(xué)生主動參與課堂討論的水平更高。三、卡甘結(jié)構(gòu)法對不同層次學(xué)生的課堂參與影響不同。在卡甘結(jié)構(gòu)法的課堂中,學(xué)困生課堂參與以及課堂參與意愿的提升顯著,相對而言,學(xué)優(yōu)生和中等生提升程度都不大。四、卡甘結(jié)構(gòu)法可以顯著地提高學(xué)困生的課堂參與度。實驗班學(xué)困生的課堂參與度在實驗前后存在顯著差異,實驗后其行為參與、認(rèn)知參與、情感參與都明顯高于實驗前。五、卡甘結(jié)構(gòu)法能明顯提高學(xué)困生的課堂參與意愿。實驗后大多數(shù)學(xué)困生都變被動參與為主動參與,影響學(xué)困生課堂參與意愿的主要因素是安全舒心的教學(xué)環(huán)境、學(xué)困生的自我效能感,教師對學(xué)困生的重視。
[Abstract]:Cooperative learning is a hot issue in the field of teaching at home and abroad. Among them, the participation of students in cooperative learning classroom is paid more attention by researchers. The participation of students in class will not only affect the teaching effectiveness of teachers, but also affect the learning effect of students. Active classroom participation is the hot pursuit of teachers. However, the current situation of student participation is unsatisfactory, such as uneven participation, passive participation and many other problems. Taking the seventh grade students as the subjects, this paper takes the pre-and post-test design of the unequal control group in the quasi-experimental design, and carries out a 15-week teaching experiment to explore the effect of the Kagan structure method on the classroom participation of junior high school students. Students' participation in cooperative learning classroom was investigated by using the scale of students' participation in Cooperative Learning Class revised by researchers. In order to further explore the effect of Kagan structure method on students' willingness to participate in class, the researcher collected and analyzed the data by interview and classroom observation in the process of teaching experiment. The main conclusions of this study are as follows: 1. In the class of Kagan structure method, students' participation and willingness to participate are significantly higher than their performance in the classroom of conventional cooperative learning, especially in the aspects of students' behavioral participation and cognitive participation. Secondly, Kagan structure method can effectively improve students' willingness to participate in class. In the class of Kagan structure method, students have more opportunities to participate, have stronger learning motivation, participate in more pleasant process, and the level of students' active participation in classroom discussion is higher. Thirdly, the Kagan structure method has different influence on the class participation of students at different levels. In the Kagan structure method, the students with learning difficulties in the classroom participation and classroom participation willingness to improve significantly, relatively speaking, the degree of promotion of students with learning and secondary students are not significant. Fourth, Kagan structure method can significantly improve the participation of students with learning difficulties. There are significant differences in the participation of students with learning difficulties in the experimental class before and after the experiment. After the experiment their behavioral participation cognitive participation and emotional participation are significantly higher than those before the experiment. Fifth, Kagan structure method can obviously improve the students' willingness to participate in class. After the experiment, most of the students with learning difficulties change from passive participation to active participation. The main factors influencing the students' willingness to participate in the classroom are the safe and comfortable teaching environment, the self-efficacy of the students with learning difficulties, and the importance teachers attach to the students with learning difficulties.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G632.4

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