本文選題：合作學(xué)習(xí) + 初中英語(yǔ)　； 參考：《江蘇師范大學(xué)》2016年碩士論文

【摘要】：隨著新一輪課程改革的推進(jìn),人們對(duì)寫(xiě)作教學(xué)的要求越來(lái)越高。寫(xiě)作教學(xué)成為英語(yǔ)寫(xiě)作教學(xué)的基礎(chǔ)及一個(gè)重要的部分。然而,當(dāng)今的寫(xiě)作教學(xué)的現(xiàn)狀不容樂(lè)觀�！皩W(xué)生寫(xiě)作,教師評(píng)閱”的模式仍然主導(dǎo)著寫(xiě)作教學(xué)�；诖�,2012年譯林版的初中《英語(yǔ)》改版。每單元專門(mén)設(shè)置了“Task”板塊,旨在解決初中英語(yǔ)寫(xiě)作教學(xué)的現(xiàn)狀。該Task板塊圍繞每單元的話題,引導(dǎo)學(xué)生整理Task板塊的寫(xiě)作思路、組織和應(yīng)用本單元所學(xué)詞匯和句型,最終為T(mén)ask板塊的寫(xiě)作做鋪墊,在課的結(jié)尾寫(xiě)出漂亮的文章。目前合作學(xué)習(xí)在寫(xiě)作教學(xué)中運(yùn)用的研究比較多,但結(jié)合新教材研究合作學(xué)習(xí)在Task板塊的運(yùn)用的鳳毛麟角。本研究試圖把合作學(xué)習(xí)運(yùn)用到譯林版初中《英語(yǔ)》Task板塊教學(xué)中,通過(guò)教學(xué)實(shí)驗(yàn),意在探究這一教學(xué)模式的開(kāi)展的程序及有效性,為譯林版初中《英語(yǔ)》Task板塊的教學(xué)提供一些意見(jiàn)和建議。本文旨在解決如下關(guān)鍵問(wèn)題:1.怎樣將合作學(xué)習(xí)應(yīng)用到譯林版初中英語(yǔ)Task板塊?2.合作學(xué)習(xí)對(duì)譯林版初中英語(yǔ)Task板塊的教學(xué)是否有效?3.在應(yīng)用過(guò)程中仍然存在哪些問(wèn)題,如何解決?實(shí)證研究歷時(shí)五個(gè)月,作者于2015年9月至2016年1月在銅山區(qū)新星中學(xué)進(jìn)行了實(shí)驗(yàn)。以七年級(jí)2班和3班的100名學(xué)生作為實(shí)驗(yàn)對(duì)象。2班為實(shí)驗(yàn)班,采用合作學(xué)習(xí)進(jìn)行英語(yǔ)寫(xiě)作教學(xué),3班為控制班,采用傳統(tǒng)的教學(xué)方法。作者采取了測(cè)試、調(diào)查問(wèn)卷、訪談的方法,考察實(shí)驗(yàn)前后學(xué)生Task板塊的學(xué)習(xí)效果的變化。實(shí)驗(yàn)前,對(duì)兩個(gè)班的所有學(xué)生進(jìn)行了測(cè)試和調(diào)查問(wèn)卷。實(shí)驗(yàn)后,再次對(duì)這些學(xué)生進(jìn)行了測(cè)試。并對(duì)測(cè)試成績(jī)和調(diào)查問(wèn)卷進(jìn)行對(duì)比分析。實(shí)驗(yàn)期間不定時(shí)選擇了班級(jí)的共35名同學(xué)進(jìn)行訪談。通過(guò)對(duì)學(xué)生進(jìn)行訪談,了解合作學(xué)習(xí)在Task板塊的課堂實(shí)施中的效果及存在的問(wèn)題,以便及時(shí)調(diào)整。根據(jù)課堂實(shí)踐及測(cè)試、調(diào)查問(wèn)卷和學(xué)生訪談的數(shù)據(jù)分析,可以得出以下結(jié)論:1.通過(guò)理論學(xué)習(xí),并結(jié)合譯林版初中《英語(yǔ)》Task板塊具體的教學(xué)實(shí)踐,總結(jié)了Task板塊的教學(xué)程序,共七個(gè)基本環(huán)節(jié)。即劃分小組,明確話題;討論答題,熟悉文章;小組討論,展開(kāi)聯(lián)想;獨(dú)立寫(xiě)作,草擬初稿;演示范文,師生共議;小組互評(píng),修改編輯;教師評(píng)價(jià),展示成果。每個(gè)環(huán)節(jié)缺一不可,每?jī)蓚�(gè)環(huán)節(jié)環(huán)環(huán)相扣。2.從實(shí)驗(yàn)班前后測(cè)的成績(jī)對(duì)比來(lái)看,后測(cè)的均分比前測(cè)的均分高出2分,及格率增長(zhǎng)5.98%,優(yōu)秀率增長(zhǎng)10.31%。后測(cè)的均分實(shí)驗(yàn)班比控制班高2分。這些都充分說(shuō)明在Task板塊中應(yīng)用合作學(xué)習(xí)有助于提高學(xué)生的寫(xiě)作成績(jī)。通過(guò)匯總實(shí)驗(yàn)期間的訪談?dòng)涗?發(fā)現(xiàn)在Task板塊的課堂教學(xué)中學(xué)生的學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)興趣、課堂表現(xiàn)、互動(dòng)情況、語(yǔ)言技能訓(xùn)練等方面都有明顯的改善和進(jìn)步。由此可見(jiàn),合作學(xué)習(xí)在Task板塊的應(yīng)用大大提高了學(xué)生的寫(xiě)作成績(jī),激發(fā)了學(xué)生的學(xué)習(xí)興趣和動(dòng)機(jī)。3.通過(guò)在教學(xué)實(shí)踐過(guò)程教師的仔細(xì)觀察,及實(shí)驗(yàn)期間對(duì)學(xué)生進(jìn)行訪談的記錄,也發(fā)現(xiàn)了運(yùn)用過(guò)程中存在的問(wèn)題。有些同學(xué)不太清楚如何有效地完成每個(gè)自主以及合作學(xué)習(xí)任務(wù),以致有時(shí)小組討論中小組活動(dòng)效率較低�！┏煽�(jī)好的學(xué)生在活動(dòng)中只關(guān)注自己取得的成績(jī),忽略了幫助組內(nèi)有困難的同學(xué)。另外,個(gè)別基礎(chǔ)較弱的同學(xué)還是習(xí)慣等、靠、要,不能主動(dòng)積極地參與到活動(dòng)中去。這些問(wèn)題還有待于解決。綜上所述,本次實(shí)證研究取得了一些成果。但此次研究只是在有限的條件下進(jìn)行的,不僅包括實(shí)驗(yàn)周期的限制,還包括實(shí)驗(yàn)操作人員的學(xué)術(shù)水平和客觀因素等的影響,因此,對(duì)于實(shí)驗(yàn)存在的不足,還需要進(jìn)一步探討。期望本次研究成果能為當(dāng)前的初中寫(xiě)作教學(xué)提供一些指導(dǎo)和幫助。
[Abstract]:With the promotion of a new round of curriculum reform, the demand for writing teaching is becoming more and more high. Writing teaching has become the basis and an important part of the teaching of English writing. However, the current situation of writing teaching is not optimistic. "Student writing, teacher review" mode is still guiding writing teaching. Based on this, the 2012 version of the version of the version The "Task" plate is set up in each unit to solve the current situation of English writing in junior middle school. The Task plate, around the topic of each unit, guides the students to organize the thinking of the writing of the Task plate, organize and apply the vocabulary and sentence patterns of this unit, finally pave the way for the writing of the Task plate, and write out the drifting at the end of the class. There is a lot of research on Cooperative Learning in the teaching of writing, but the use of cooperative learning in the Task plate is rare in the combination of new teaching materials. This study attempts to apply cooperative learning to the teaching of the English >Task plate in the translated version of junior middle school. Through teaching experiments, it is intended to explore the program of this teaching model. The purpose of this paper is to provide some suggestions and suggestions for the teaching of the English >Task plate in the translated version of junior middle school. The purpose of this paper is to solve the following key problems: 1. how to apply cooperative learning to the English Task plate in the translated version of junior middle school English? 2. is it effective for the teaching of the English Task plate in the translated version of the English version of the translated forest version? 3. what questions still exist in the process of application How to solve the problem? The empirical study lasted five months. The author carried out the experiment in Copper Mt. Xinxing middle school from September 2015 to January 2016. With 100 students in class 2 and class 3 of grade seven as the experimental class, the.2 class was the experimental class, the cooperative learning was used to teach English writing, the 3 was the control class and the traditional teaching method was adopted. The author took the test. Test, questionnaire, interview method, examine the changes of the learning effect of the Task plate before and after the experiment. Before the experiment, all the students in the two classes were tested and questionnaires. After the experiment, the students were tested again. The test scores and the questionnaire were compared. The class was selected during the experiment. A total of 35 students were interviewed. Through interviews with students, the effects and problems of cooperative learning in the classroom implementation of the Task plate were understood in order to adjust them in time. According to the classroom practice and test, the questionnaire and the data analysis of the students' interviews, we can draw the following conclusions: 1. through theoretical study, and in combination with the translated version of junior middle school "English" >Task plate specific teaching practice, summed up the teaching procedure of the Task plate, a total of seven basic links. That is to divide the group, clear the topic, discuss the questions, familiar with the article, the group discussion, the Association; the independent writing, the draft of the first draft; the demonstration of the model, the teachers and students; the group evaluation, the revision of the editor; the teacher evaluation, the display results. Each link is indispensable. According to the comparison of the results measured from the experimental class in every two links, the average score of the post test was 2 points higher than the pre test, the passing rate increased by 5.98%, the excellent rate increased by the 10.31%. after the test, and the average score of the post test was 2 points higher than that of the control class. All of these fully indicated that the cooperative learning in the Task plate would help to improve the students' writing performance. Through the summary of the interview records during the experiment, we found that the students' learning motivation, learning interest, classroom performance, interaction and language skills training were improved and progressed in the classroom teaching of the Task plate. Thus, the application of cooperative learning in the Task plate greatly improved the students' writing performance and stimulated the students. Learning interest and motivation.3., through careful observation of teachers in the course of teaching practice, and the record of interviews with students during the experiment, also found problems in the process of application. Some students are not very clear about how to effectively complete each independent and cooperative learning task, so that the group activities are less efficient in some group discussions. Some students with good results have only paid attention to their achievements in their activities and ignored the students who have difficulties in the help group. In addition, some students with weak foundation are still used to, and should not actively participate in the activities. These problems have yet to be solved. In summary, this empirical study has achieved some results. But this time the results of this study have been achieved. The research is only under limited conditions, including not only the limitation of the experimental period, but also the academic level and objective factors of the experimental operators. Therefore, further discussion is needed for the shortcomings of the experiment. The results of this study are expected to provide some guidance and help for the current teaching of junior high school writing.
【學(xué)位授予單位】：江蘇師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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