本文選題：合作學(xué)習(xí) + 英語口語��； 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：自十九世紀(jì)八十年代以來,合作學(xué)習(xí)就被廣泛使用于教學(xué)之中。它被西方國家認(rèn)為是最重要、最有用的教學(xué)方法之一。但合作學(xué)習(xí)是否適合中國學(xué)生?中國的高中生已經(jīng)有大概6年的時間學(xué)習(xí)英語,他們有基本的聽、讀以及寫的能力,但是他們說的能力很薄弱。本研究嘗試使用合作學(xué)習(xí)法來提高高中生的口語水平。本研究旨在探究合作學(xué)習(xí)能夠提高高中生的口語水平。下面是本研究的三個研究問題:1.高中生對合作學(xué)習(xí)的態(tài)度是怎樣的?2.控制班和實驗班的學(xué)生的口語水平是否有顯著差異?3.控制班和實驗班的學(xué)生的英語成績是否有顯著差異?實驗在江西省某高中一年級進(jìn)行,共進(jìn)行一學(xué)期。兩個自然班參與了此實驗,每班各45名學(xué)生。1班是控制班,2班是實驗班。教師在控制班使用傳統(tǒng)的教學(xué)方法,在實驗班使用合作學(xué)習(xí)法教學(xué)。為了解決第一個研究問題,在實驗最后,實驗班的學(xué)生完成了關(guān)于高中生對合作學(xué)習(xí)態(tài)度的問卷。問卷數(shù)據(jù)使用SPSS中描述性分析來檢驗。經(jīng)分析得出總均值為4.14,數(shù)據(jù)表明學(xué)生對合作學(xué)習(xí)的態(tài)度是積極正面的。為了解決第二個研究問題,本研究在學(xué)期末對兩個班的學(xué)生進(jìn)行了口語測試來評定學(xué)生們的口語水平。本研究使用江西省高考英語口語試題作為本研究的口語測試題。三位資深的老師共同參與測試,并給出口語成績�？谡Z考試評分標(biāo)準(zhǔn)作為評分的參考以保證評分的有效性。SPSS中獨立樣本T檢驗被用與本研究來對比實驗班和控制班的平均值。我們把顯著值設(shè)定為p.01。數(shù)據(jù)結(jié)果顯示顯著值為0.049,表明實驗班和控制班的口語水平?jīng)]有差異。但該結(jié)果處于臨界值,表明合作學(xué)習(xí)有提高高中生口語水平的趨勢。為了使本研究更具體,文章展示了兩個有關(guān)合作教學(xué)的課例。為了解決第三個研究問題,我們通過兩次考試成績來檢驗兩個班的英語成績是否有差異。第一次考試用作前測數(shù)據(jù),期末考試成績被用作后測數(shù)據(jù)。我們用SPSS20.0中的獨立樣本T檢驗對兩個班的前后測數(shù)據(jù)的均值進(jìn)行對比。我們把顯著值設(shè)定為p.01。前測數(shù)據(jù)分析結(jié)果的顯著值為0.032,表明實驗之前兩個班的英語成績沒有差異。后測數(shù)據(jù)結(jié)果的顯著值為0.000,表明在一個學(xué)期的合作學(xué)習(xí)中表明實驗班的學(xué)生的學(xué)習(xí)成績得到了提高�；谶@些發(fā)現(xiàn),本研究得到一些關(guān)于合作學(xué)習(xí)的啟示,以更好的發(fā)展合作學(xué)習(xí),并提高高中生的口語水平。
[Abstract]:Since the 1980 s, cooperative learning has been widely used in teaching. It is regarded as one of the most important and useful teaching methods in western countries. But is cooperative learning suitable for Chinese students? High school students in China have been learning English for about six years. They have basic listening, reading and writing skills, but their ability to speak is very weak. This study attempts to use cooperative learning to improve senior high school students' oral English proficiency. The purpose of this study is to explore how cooperative learning can improve high school students' oral English. Here are three research questions in this study: one. What is the attitude of high school students towards cooperative learning? Whether there is a significant difference in oral proficiency between the control class and the experimental class. Is there a significant difference between the control class and the experimental class? The experiment was carried out in the first grade of a high school in Jiangxi province for one semester. Two natural classes participated in the experiment. Each class has 45 students. Class 1 is the control class. Class 2 is the experimental class. Teachers use the traditional teaching method in the control class and the cooperative learning method in the experimental class. In order to solve the first problem, at the end of the experiment, the students in the experimental class completed a questionnaire about the attitude of high school students towards cooperative learning. The questionnaire data were tested by descriptive analysis in SPSS. The total average value is 4.14, which shows that students' attitude towards cooperative learning is positive. In order to solve the second problem, we conducted oral test to assess the students' oral proficiency at the end of the semester. This study uses the oral English test of Jiangxi college entrance examination as the oral test of this study. Three senior teachers took part in the test and gave their oral scores. The evaluation standard of oral test is used as a reference to ensure the validity of the score. The independent sample T test in SPSS is used to compare the average value of the experimental class and the control class with this study. We set the significant value to p. 01. The results showed that the significant value was 0.049, indicating that there was no difference between the experimental class and the control class. However, the result is critical, indicating that cooperative learning has the tendency to improve the oral ability of senior high school students. In order to make this study more specific, this paper presents two examples of cooperative teaching. To solve the third problem, we tested the differences in English scores between the two classes through two tests. The first test was used as pre-test data, and the final test score was used as post-test data. We use the independent sample T test in SPSS 20.0 to compare the mean values of the data before and after the two classes. We set the significant value to p. 01. The significant value of pre-test data analysis was 0.032, indicating that there was no difference in English scores between the two classes before the experiment. The significant value of the post-test data is 0.000, which indicates that the students in the experimental class have improved their academic performance in a term of cooperative learning. Based on these findings, this study draws some enlightenment on cooperative learning in order to better develop cooperative learning and improve the oral proficiency of senior high school students.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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