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合作学习对初中英语学困生学习情感影响的研究

作　者: 江爱群
导　师: 冼健生
学　校: 广州大学
专　业: 学科教学
关键词: 合作学习学困生情感因素英语学习积极情感的培养英语学习效果
分类号: G633.41
类　型: 硕士论文
年　份: 2011年
下　载: 39次
引　用: 0次
阅　读: 论文下载

内容摘要

多年来,我国的英语教学都将培养认知技能放在首位,而忽略了学习者情感因素的培养,结果造成学生在学习上表现出“淡漠”、“厌烦”甚至“不合作”的态度,导致教学效率严重下降。学困生逐年增多。如何帮助这些学困生走出困境日益受到我们的关注。自二十世纪六十年代人本主义不断发展以来,教育工作者越来越关注学习者情感因素在认知学习过程中的作用。人本主义注重“全人”的发展,注重认知以外人的内心世界感受。从这个意义上来讲,在教学过程中,既关注认知也关注情感是非常必要的。合作学习可以有效激发学习者情感因素,如增强学习动机,形成积极学习态度,增强学习者的自尊心,降低学习过程中的焦虑因素等。从更深层的意义上来讲,合作学习把智力,情感,技能均衡发展的目标融入了外语教学中,有利于人的全面发展,这一点也符合我国现在正在全面进行的素质教育的要求。目前国内外有关合作学习对学困生情感影响量化方面的研究很少,本研究从英语学困生的现状与存在原因出发,以合作学习为理论基础,探索初中英语教学如何有效地运用合作学习来激发学困生积极情感,从而达到转化学困生的目的。本研究从2009年9月持续到2010年1月,为期18周,研究对象为广州市广园中学八年级(2)班和(3)班的4名英语学困生。首先根据有关学困生的相关的文献,作者在全级做了一个问卷调查找出学生英语学困的原因,从问卷的分析得出,学困生形成的原因有两个方面：内部因素和外部因素。内部原因主要来自于学生的情感因素,外部因素主要来自老师,同学和父母三个方面,作者认为要转化学困生,在英语教学中老师应该改变外部因素,创设一切有利的条件去激发学困生的内部因素,所以作者结合两个任教班级学困生的实际情况,通过师生,生生以及家校三方合作学习的一些具体的方法进行实验。在实验中运用问卷调查、访谈,观察和建立学生档案等手段进行论证。两次问卷的数据都采用Microsoft Office Excel 2003进行处理。研究结果表明,1)合作学习在激发英语学困生学习情感方面比传统的教学方法更有效。2)合作学习在一些方面能激发英语学困生的情感,例如激发学生的学习动机和兴趣,增强他们的自信心和自尊,提高他们的合作精神,增加师生间的互动和降低他们的焦虑,学困生的英语学业成绩得到一定程度的提高。因此,三方合作学习方式有利于学困生的转化。另外,本研究也发现了个别的学困生由于种种原因未能取得令人满意的进步,需要进一步的研究。本研究对运用三方合作学习方式转化初中英语学困生进行了探索,对以后研究学困生的转化与合作学习都有一定的借鉴意义。

全文目录

Acknowledgements 5-7Abstract 7-10摘要 10-12Contents 12-16Chapter One Introduction 16-23 1.1 Background of the research 16-21 1.1.1 The current situation of English teaching and learning in Junior Middle School 16-17 1.1.2 The functions of Students' affective factors 17-19 1.1.2.1 The functions of Students' affective factors in the quality education 18 1.1.2.2 The functions of Students' affective factors in English teaching and learning in Junior Middle School 18-19 1.1.3 The requirements on Cooperative Learning and affect in the English Curriculum Standard 19-21 1.2 Purpose of the research 21-22 1.3 Significance of the research 22 1.4 Overview of the research 22-23Chapter Two Literature Review 23-36 2.1 Studies of Learning Difficulty Students at home and abroad 23-26 2.1.1 The definition of Learning Difficulty Students 23-24 2.1.2 Previous research on Learning Difficulty Students 24-26 2.2 Studies of affective factors 26-30 2.2.1 The definition of affective factors 26-28 2.2.2 Classification of affective factors 28-30 2.3 Studies of Cooperative Learning 30-36 2.3.1 The definition of Cooperative Learning 30-32 2.3.2 Five factors of Cooperative Learning 32-33 2.3.3 Functions of Cooperative Learning in developing positive affect 33-34 2.3.4 Studies of Cooperative Learning at home and abroad 34-36Chapter Three Theoretical Framework 36-39 3.1 Group Dynamic Theory 36-37 3.2 Cognitive Development Theory 37-39Chapter Four Practical Ways to Cultivate the Positive Affect of English LearningDifficulty Students through Cooperative Learning 39-60 4.1 Attribution to the failure of Learning Difficulty Students in English learning 39-44 4.1.1 Causes of Learning Difficulty Students 41-44 4.1.1.1 External causes of Learning Difficulty Students 42-43 4.1.1.2 Internal causes of Learning Difficulty Students 43-44 4.2 Cooperation between teacher and students 44-53 4.2.1 Good relationship between teacher and students and the role of teacher 44-45 4.2.2 Cooperative atmosphere creating 45-47 4.2.3 Students' Sense of belonging and self-esteem improving 47-48 4.2.4 Teacher's model 48 4.2.5 Group arrangement 48-49 4.2.6 Students' interests cultivating 49-50 4.2.7 Learning strategies providing 50-51 4.2.8 Teacher's expectations 51-52 4.2.9 Positive Attribution 52-53 4.3 Cooperation among students 53-58 4.3.1 Peers' interaction 53-55 4.3.2 Obligation to each student 55-56 4.3.3 The role of model 56 4.3.4 Various evaluations and cooperative activities 56-57 4.3.5 Cooperative Learning inside the classroom and outside the classroom 57-58 4.4 Cooperation between school and family 58-60 4.4.1 Parents' role 58-60Chapter Five Methodology 60-73 5.1 Research questions 60-61 5.2 Objectives 61 5.3 Research methods 61-62 5.4 Research design 62-64 5.4.1 Participants and time 62 5.4.2 Research instruments 62-64 5.5 Research procedure 64-66 5.6 Data collection 66-67 5.7 Data Analysis 67-73 5.7.1 Analysis of the data from the questionnaire before and after Cooperative Learning 67-71 5.7.2 Analysis of the interview before and after Cooperative Learning 71-72 5.7.3 Analysis of the observation of English Learning Difficulty Students before and after Cooperative Learning 72-73Chapter Six Results and Discussion 73-77 6.1 Results 73-74 6.2 Implications 74-75 6.3 Summary 75-77Chapter Seven Conclusion 77-80 7.1 Major Findings 77-78 7.2 Limitations of present study and suggestions for further study 78-80References 80-85Appendix 85-91 Appendix Ⅰ 85-87 Appendix Ⅱ 87-88 Appendix Ⅲ 88-89 Appendix Ⅳ 89-91Tables 91-92

合作学习对初中英语学困生学习情感影响的研究

内容摘要

全文目录

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