延吉市第四中学语文小组合作学习学生接受状况的调查与分析

发布时间：2018-04-01 04:29

本文选题：延吉市第四中学　切入点：语文小组合作学习　出处：《延边大学》2015年硕士论文

【摘要】：在“自主、合作、探究”学习理念的倡导下,小组合作学习逐渐成为当前积极开展的一种新型学习方式。国内外的诸多成功经验证明这是值得尝试的先进教学理念与方法,但其实施起来依然会出现一些不可避免的问题,特别需要关注的是,不同学生对这种学习方式的接受会有所差异。如何科学地开展初中语文小组合作学习,使学生们达到最好的学习效果,亟待探讨。以延吉市第四中学七、八年级学生为研究对象,试图通过问卷调查法、观察法、访谈法等方式对其语文小组合作学习的实施状况、学生的接受状况进行充分、系统的了解。论文由五个部分构成：第一部分介绍研究问题的提出、研究的目的和意义、国内外的研究现状、研究的范围和方法以及相关概念的界定。第二部分结合新课改与新课标的建议与要求,介绍语文小组合作学习的政策理论依据,强调语文小组合作学习的合理性与重要性。第三、四部分是论文的核心,描述了延吉市第四中学语文小组合作学习中学生的接受现状(包括知识与能力、过程与方法、情感态度与价值观三个维度),以及影响学生接受状况的各个因素的现状,影响因素包括学习内容、小组的分组方式、师生参与表现、小组的管理方式和小组的评价方式几个方面；并阐述了由学生接受状况反映出的一些问题,结合成因加以分析。第五部分针对以上各方面问题提出了改善建议。从知识与能力、过程与方法、情感态度与价值观三个维度以及每一个维度中的具体方面可以发现,学生们对语文小组合作学习的接受度整体较好,但不同学生对语文小组合作学习的接受状况依然存在着较明显的差异。反映在合作学习之中,易出现以下问题：重形式轻内容,盲目设置讨论问题；小组的分组不够科学,小组长期固定；学生参与度不均衡,思考讨论时间不充足,教师监督指导不够恰当；成员的分工不够明确,规则制度的操作存在随意性；评价主体较单一,评价理念陈旧等。可以相应地从以下方面进行改善：精心筛选学习内容,合理设计讨论问题；科学建立合作小组,定期调整合作小组；鼓励人人参与,保证思考讨论时间,教师做好角色定位；详细安排组员分工,严格执行规则制度,鼓励学生自主管理；坚持综合多元的评价方式,提倡积极正面的评价理念,做好规律适时的反思总结等。
[Abstract]:Based on the concept of "autonomy, cooperation and inquiry", group cooperative learning has gradually become a new type of learning method, which has been proved to be an advanced teaching idea and method by many successful experiences at home and abroad. However, there will still be some unavoidable problems in its implementation. It is especially important to pay attention to the differences in the acceptance of this learning style among different students. It is urgent to discuss how to make the students achieve the best learning effect. Taking the seventh and eighth grade students of the fourth middle school in Yanji city as the research object, we try to make use of questionnaire, observation, interview and other methods to carry out the Chinese group cooperative learning. The thesis is composed of five parts: the first part introduces the research questions, the purpose and significance of the research, the current research situation at home and abroad, The second part introduces the policy and theoretical basis of the cooperative learning of Chinese groups in combination with the suggestions and requirements of the new curriculum reform and the new curriculum standard. Third, the fourth part is the core of the paper, describing the acceptance status (including knowledge and ability, process and method) of the students in the fourth middle school of Yanji. Three dimensions of emotional attitude and values, as well as the status quo of various factors affecting students' acceptance, including learning content, group approach, and the participation of teachers and students. The management mode of the group and the evaluation mode of the group are discussed, and some problems reflected by the students' acceptance are expounded, and the causes are analyzed. The fifth part puts forward some suggestions for improving the above problems, from the aspects of knowledge and ability. The process and method, the three dimensions of emotional attitude and values, as well as the specific aspects of each dimension, can be found that the students have a better acceptance of cooperative learning in Chinese groups. However, there are still obvious differences in the acceptance of Chinese group cooperative learning among different students. As reflected in cooperative learning, the following problems are easy to occur: emphasizing form over content, blindly setting up discussion problems, and group grouping is not scientific enough. The group is fixed for a long time; the student participation is not balanced, the thinking time is not enough, the teacher supervision and guidance is not appropriate; the division of labor of the members is not clear enough, the operation of the rule system is arbitrary, the subject of evaluation is relatively single, Evaluation of outdated ideas. Can be correspondingly improved from the following areas: careful selection of learning content, rational design of discussion issues; scientific establishment of cooperation groups, regular adjustment of cooperation groups; encourage everyone to participate in, ensure the time to think about the discussion, Teachers do a good job of role orientation; arrange the division of labor of team members, strictly implement rules and regulations, encourage students to manage independently; insist on comprehensive and diversified evaluation methods, advocate positive and positive evaluation ideas, and make timely reflection and summary of rules and regulations.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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