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合作学习在高中英语教学中的运用

作　者: 曹人积
导　师: 李行亮
学　校: 江西师范大学
专　业: 英语教学
关键词: 合作学习英语教学
分类号: G633.41
类　型: 硕士论文
年　份: 2006年
下　载: 762次
引　用: 0次
阅　读: 论文下载

内容摘要

合作学习己成为当今最受欢迎的教学策略之一，国内外大量研究表明它对于改善课堂教学内的社会心理气氛，增强学生的自信心，降低学生的焦虑，大面积提高学生的学习成绩，促进学生良好的非认知品质的发展起到了积极的作用。为了探讨合作学习在中学英语教学的运用，本文作者在本校高中英语教学中采用合作学习进行教学实践。采用一个实验班和对比班。经过一段时间的教学，对学生进行了评价。数据收集主要包括英语水平测试(前测和后测)，问卷调查，学生学习日记等方法。实验结果综述如下： 1)实验班和对比班在英语水平测试中并未产生显著性差异。 2)实验班学生在学习动机，学习兴趣，自信心等方面较对比班学生有了显著的提高。 3)实验班的学习气氛更轻松，活跃，学生心理压力小；对比班的学习气氛较紧张，死板，学生心理压力大。 4)实验班学生些融洽，学生间的合作意识增强了：对比班学生彼此之间，存在着明显的竞争意识。 5)实验班的绝大多数学生对合作学习持积极肯定的态度。在以上实验结果的基础上，本文作者指出了一些促进合作学习的策略以及存在的问题，强调培养学生合作观念，合作意识以及不断提高教师自身职业素质的重要性。

全文目录

Acknowledgement  2-7
Abstract  7-8
中文摘要  8-9
Chapter 1 Instruction  9-12
Chapter 2 Literature Review  12-23
  2.1 definitions of cooperative learning  12-13
    2.1.1 Johnson &Johnson's Definition  12
    2.1.2 Slavin's Definition  12-13
    2.1.3 Calderon's Definition  13
    2.1.4 Vermette'sDefinition  13
    2.1.5 Summary of the Definitions  13
  2.2 Essential Factors for Successful Cooperative Learning  13-15
  2.3 Cooperative Learning and Traditional Frontal Instruction  15-17
    2.3.1 The Feature of Traditional Frontal Instruction  15-16
    2.3.2 Comparison between CL and Traditional Frontal Instruction  16-17
  2.4 Methods and Approaches of Cooperative Learning  17-19
    2.4.1 Learning Together  17
    2.4.2 Group Investigation (GI)  17-18
    2.4.3 Teams-Games-Tournaments (TGT)  18
    2.4.4 Jigsaw Methods  18-19
    2.4.5 Student-Teams-Achievement. Division (STAD)  19
    2.4.6 Team-Assisted Individualization or Team-Accelerate Instruction (TAI)  19
  2.5 Researches into Cooperative Learning  19-21
    2.5.1 Sharan and Shaulov's Research on Motivation and Academic Achievement  19-20
    2.5.2 Stevens, Slavin, and Farnish's Research on Cooperative Integrated Reading and Composition Program (CIRC)  20-21
  2.6 Summary of the Studies in Cooperative Learning  21-23
Chapter 3 Theoretical Framework  23-30
  3.1 Cooperative Learning and Communicative Language Teaching  23-25
    3.1.1 Communicative Language Teaching (CLT)  23
    3.1.2 Communicative Competence (CC)  23-24
    3.1.3 Characteristics of Communicative Language Teaching (CLT)  24-25
    3.1.4 Communicative Language Teaching and Learning  25
  3.2 Psychological Theories Related to Cooperative Learning  25-26
  3.3 Psychological Theories Related to Cooperative Learning  26-30
    3.3.1 Motivation  26-27
    3.3.2 Self-esteem  27-28
    3.3.3 Anxiety  28
    3.3.4 Learning Environment  28-29
    3.3.5 Summary  29-30
Chapter 4 Research Design  30-32
  4.1 Subjects  30-31
  4.2 Data Collection Methods  31-32
    4.2.1 Pre-test and Post-test  31
    4.2.2 Questionnaire Investigation  31
    4.2.3 Interviews  31
    4.2.4 Learning Journals  31-32
Chapter 5 Implementation of CL in Teaching of English in Senior One  32-45
  5.1 Teaching and Training of Cooperative Skills  34
  5.2 Description of implementation CL in the teaching of English for senior high school #26.  34-42
    5.2.1 Group Investigation (GI) in finding the Background Information  34-36
    5.2.2 Group Investigation in Learning Language and Structure in the Text  36
    5.2.3 Learning Together: Role-play at the Post Reading Stage  36-38
    5.2.4 Jigsaw in Comprehending the Text  38-39
    5.2.5 Problem Solving in Collaborative Groups  39-40
    5.2.6 Guided writing in collaborative groups  40
    5.2.7 Collaborative Group work with Projects  40-41
    5.2.8 Collaborative Group work with Projects  41-42
  5.3 Comparison between CL and Traditional Frontal Instruction with the Control Group  42-45
    5.3.1 Teaching Process of Traditional Frontal Instruction  42-43
    5.3.2 Differences between CL and Traditional Frontal Instruction  43-45
Chapter 6 Data Analysis and Discussion  45-64
  6.1 Test Score Analysis  45-46
  6.2 Analysis of the Two Questionnaires  46-62
    6.2.1 Learners' background  46-47
    6.2.2 Discussion about the findings of the two questionnaires  47-59
      6.2.2.1 Students' attitudes towards learning English  47-50
      6.2.2.2 Teacher's roles  50-51
      6.2.2.3 Students' roles  51-53
      6.2.2.4 Students' perception of self-esteem in learning English  53-55
      6.2.2.5 Students' perception of learning atmosphere  55-56
      6.2.2.6 Students' learning styles  56-58
      6.2.2.7 Task perseverance  58-59
    6.2.3 Reflection on CL  59-60
    6.2.4 Reflection through Learning Journals and Interviews  60-62
  6.3 Summary of Data Analysis  62-64
Chapter 7 Implications  64-71
  7.1 Summary of the Research  64-65
  7.2 Implications of the Research  65-66
  7.3 Some strategies to facilitate CL  66-69
    7.3.1 Heterogeneity inside and homogeneity outside one group  66-67
    7.3.2 Preparing learners for cooperative tasks and instructions  67-68
    7.3.3 Much more attention to changes of teacher's roles  68
    7.3.4 Debriefing students on their experiences with Cooperative learning  68-69
    7.3.5 Involving learners in evaluating individual and group contributions  69
  7.4 Limitations of the Research  69-70
  7.5 Personal Reflection  70-71
Chapter 8 Conclusions  71-72
Appendix 1  72-74
Appendix 2  74-76
Appendix 3  76-80
Appendix 4  80-82
Appendix 5  82-83
Appendix 6  83-84
Appendix 7  84-85
Bibliography  85-90

合作学习在高中英语教学中的运用

内容摘要

全文目录

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