比較優(yōu)勢(shì)理論在高中生英語(yǔ)合作學(xué)習(xí)中的應(yīng)用研究
發(fā)布時(shí)間：2018-07-18 11:09
【摘要】：近年來(lái),合作學(xué)習(xí)已經(jīng)受到了來(lái)自世界范圍的教育工作者的關(guān)注,它的魅力在于能夠改變和影響學(xué)生的學(xué)習(xí)方式,除此之外還能給教學(xué)的其他方面帶來(lái)諸多幫助。相較于傳統(tǒng)的教學(xué)方式,合作學(xué)習(xí)更加有利于學(xué)生在學(xué)業(yè)、社交、心理素質(zhì)等方面的發(fā)展,不過(guò)許多教師沒(méi)能真正理解這種學(xué)習(xí)方式的內(nèi)涵,仍然以“掌握基本知識(shí)和基本技能”為課堂教學(xué)工作的首要目標(biāo),使得這種學(xué)習(xí)方式成為一種形式主義,沒(méi)能讓學(xué)生真正體驗(yàn)到合作學(xué)習(xí)的樂(lè)趣。那么,身為一名高中英語(yǔ)教師,在合作學(xué)習(xí)過(guò)程中要培養(yǎng)學(xué)生的什么能力呢?教育部在2003年頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》中強(qiáng)調(diào),廣大英語(yǔ)教師要在英語(yǔ)教學(xué)過(guò)程中嘗試著發(fā)散學(xué)生的思維,尊重個(gè)性,并積極引導(dǎo)學(xué)生學(xué)會(huì)自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)的能力。這就要求教師要轉(zhuǎn)變學(xué)生被動(dòng)接受知識(shí)的現(xiàn)狀,時(shí)刻關(guān)注學(xué)生的需要,以學(xué)生為中心,尊重學(xué)生的差異性,讓學(xué)生主動(dòng)學(xué)習(xí)并體驗(yàn)學(xué)習(xí)的樂(lè)趣。而經(jīng)濟(jì)學(xué)領(lǐng)域中的比較優(yōu)勢(shì)理論的本質(zhì)就是要素稟賦存在差異的個(gè)體通過(guò)合作實(shí)現(xiàn)優(yōu)勢(shì)互補(bǔ)從而獲得共贏。故本研究通過(guò)運(yùn)用經(jīng)濟(jì)學(xué)中的比較優(yōu)勢(shì)理論對(duì)傳統(tǒng)的合作學(xué)習(xí)模式進(jìn)一步優(yōu)化和設(shè)計(jì),從而增強(qiáng)高中生學(xué)習(xí)英語(yǔ)的動(dòng)機(jī)和學(xué)習(xí)效率。為了更加準(zhǔn)確和清楚的調(diào)查運(yùn)用比較優(yōu)勢(shì)理論指導(dǎo)高中生能否增強(qiáng)學(xué)生英語(yǔ)學(xué)習(xí)的動(dòng)機(jī)和學(xué)習(xí)效率,筆者進(jìn)行了為期兩個(gè)多月的實(shí)驗(yàn)研究,以山東師范大學(xué)附屬中學(xué)的兩個(gè)平行班為實(shí)驗(yàn)對(duì)象,在實(shí)驗(yàn)班(即高二十五班)運(yùn)用比較優(yōu)勢(shì)理論指導(dǎo)下的合作學(xué)習(xí)模式,而控制班(即高二十六班)運(yùn)用傳統(tǒng)的合作學(xué)習(xí)模式。在研究過(guò)程中,為了更深入的了解學(xué)生對(duì)這種新的合作學(xué)習(xí)模式的想法和建議,筆者通過(guò)調(diào)查問(wèn)卷和訪談的方式獲取了更多數(shù)據(jù)和信息并通過(guò)課堂觀察了解學(xué)生在課堂上的英語(yǔ)學(xué)習(xí)的情況。通過(guò)對(duì)收集到的數(shù)據(jù)進(jìn)行分析,發(fā)現(xiàn)在比較優(yōu)勢(shì)理論指導(dǎo)下,合作學(xué)習(xí)模式能大大增強(qiáng)高中生英語(yǔ)學(xué)習(xí)的學(xué)習(xí)動(dòng)機(jī)。因此,運(yùn)用比較優(yōu)勢(shì)理論指導(dǎo)高中生英語(yǔ)合作學(xué)習(xí)具有積極意義,它是提高學(xué)生英語(yǔ)學(xué)習(xí)自主性、培養(yǎng)英語(yǔ)學(xué)習(xí)興趣的重要途徑,同時(shí)也是增進(jìn)學(xué)生間友情、實(shí)現(xiàn)學(xué)生間互助互愛(ài)的有力武器,既滿足了學(xué)生求知的欲望和需求,同時(shí)也有利于提高學(xué)生的人際交往能力和與人溝通能力。不過(guò)由于研究時(shí)間較短、實(shí)驗(yàn)對(duì)象樣本太小等原因,本研究還存在一定的局限性,希望在以后能繼續(xù)深入研究和調(diào)查。
[Abstract]:In recent years, cooperative learning has been concerned by educators from all over the world. Its charm lies in its ability to change and influence the way students learn, and in addition, it can bring a lot of help to other aspects of teaching. Compared with the traditional teaching methods, cooperative learning is more conducive to the development of students in academic, social, psychological and other aspects, but many teachers can not really understand the connotation of this way of learning. "mastering basic knowledge and basic skills" is still the primary goal of classroom teaching, which makes this learning style a formalism and fails to make students truly experience the fun of cooperative learning. So, as a high school English teacher, in the process of cooperative learning, what is the ability to cultivate students? In 2003, the Ministry of Education emphasized that English teachers should try to spread the students' thinking, respect their individuality, and actively guide students to learn to study independently and in cooperation in the process of English teaching. The ability to explore learning. This requires teachers to change the status quo of students' passive acceptance of knowledge, always pay attention to the needs of students, take students as the center, respect the differences of students, and let students take the initiative to learn and experience the fun of learning. The essence of the theory of comparative advantage in the field of economics is that individuals with different factor endowments complement each other through cooperation to achieve a win-win situation. Therefore, this study further optimizes and designs the traditional cooperative learning model by using the theory of comparative advantage in economics, so as to enhance the motivation and learning efficiency of senior high school students. In order to investigate more accurately and clearly whether high school students can enhance their motivation and efficiency in English learning by applying comparative advantage theory, the author conducted an experimental study for more than two months. Taking the two parallel classes in the secondary school affiliated to Shandong normal University as experimental objects, the cooperative learning model under the guidance of comparative advantage theory is used in the experimental class (that is, Class 25). The control class (that is, class 2. 16) uses the traditional cooperative learning model. In the course of the study, in order to get a better understanding of the students' ideas and suggestions on this new cooperative learning model, The author obtains more data and information through questionnaires and interviews and finds out the situation of students' English learning in class through classroom observation. Through the analysis of the collected data, it is found that under the guidance of comparative advantage theory, cooperative learning model can greatly enhance the learning motivation of senior high school students. Therefore, applying the theory of comparative advantage to guide senior high school students' English cooperative learning is of positive significance. It is an important way to improve students' autonomy and interest in English learning, as well as to enhance friendship among students. The powerful weapon of mutual aid and love among students not only meets the students' desire and need for knowledge, but also helps to improve the students' interpersonal skills and communication ability. However, due to the short research time and too small sample, this study still has some limitations, so we hope to further study and investigate 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
本文編號(hào)：2131719
[Abstract]:In recent years, cooperative learning has been concerned by educators from all over the world. Its charm lies in its ability to change and influence the way students learn, and in addition, it can bring a lot of help to other aspects of teaching. Compared with the traditional teaching methods, cooperative learning is more conducive to the development of students in academic, social, psychological and other aspects, but many teachers can not really understand the connotation of this way of learning. "mastering basic knowledge and basic skills" is still the primary goal of classroom teaching, which makes this learning style a formalism and fails to make students truly experience the fun of cooperative learning. So, as a high school English teacher, in the process of cooperative learning, what is the ability to cultivate students? In 2003, the Ministry of Education emphasized that English teachers should try to spread the students' thinking, respect their individuality, and actively guide students to learn to study independently and in cooperation in the process of English teaching. The ability to explore learning. This requires teachers to change the status quo of students' passive acceptance of knowledge, always pay attention to the needs of students, take students as the center, respect the differences of students, and let students take the initiative to learn and experience the fun of learning. The essence of the theory of comparative advantage in the field of economics is that individuals with different factor endowments complement each other through cooperation to achieve a win-win situation. Therefore, this study further optimizes and designs the traditional cooperative learning model by using the theory of comparative advantage in economics, so as to enhance the motivation and learning efficiency of senior high school students. In order to investigate more accurately and clearly whether high school students can enhance their motivation and efficiency in English learning by applying comparative advantage theory, the author conducted an experimental study for more than two months. Taking the two parallel classes in the secondary school affiliated to Shandong normal University as experimental objects, the cooperative learning model under the guidance of comparative advantage theory is used in the experimental class (that is, Class 25). The control class (that is, class 2. 16) uses the traditional cooperative learning model. In the course of the study, in order to get a better understanding of the students' ideas and suggestions on this new cooperative learning model, The author obtains more data and information through questionnaires and interviews and finds out the situation of students' English learning in class through classroom observation. Through the analysis of the collected data, it is found that under the guidance of comparative advantage theory, cooperative learning model can greatly enhance the learning motivation of senior high school students. Therefore, applying the theory of comparative advantage to guide senior high school students' English cooperative learning is of positive significance. It is an important way to improve students' autonomy and interest in English learning, as well as to enhance friendship among students. The powerful weapon of mutual aid and love among students not only meets the students' desire and need for knowledge, but also helps to improve the students' interpersonal skills and communication ability. However, due to the short research time and too small sample, this study still has some limitations, so we hope to further study and investigate 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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