合作学习对高中生英语写作的影响

发布时间：2018-04-28 07:32

本文选题：高中英语写作教学 + 合作学习　；参考：《南京师范大学》2015年硕士论文

【摘要】：在英语教学领域,合作学习作为一个主要的学习策略,已受到了世界各国广泛承认。这一方法旨在鼓励学生在课堂中把自主学习和团队互助相结合,强调是生生互动,要求组内所有成员共同努力。让组内同学通过合作学习的这一主要的学习形式,合力实现共同的目标,完成共同的任务。另外,写作的低效是学生英语写作能力的巨大障碍,也是英语教学中一个非常薄弱的环节。本研究试图把合作学习理念运用于高中英语课堂写作教学,通过学生互助合作完成文章写作任务,从而探索合作写作模式可行性和有效性。针对高中英语写作教学中的这些问题,本研究选取了江苏省某一重高中的学生作为研究对象,采用行动研究的方法,探索小组合作学习对学生英语写作水平的提高以及学生的写作兴趣的促进作用。研究时间为一学期,研究过程主要包括：第一,通过问卷调查了解写作教学现状。第二,研读文献书籍,和同事、专家进行探讨,制定小组合作学习方案。试图把合作学习与过程写作法相结合,采取共同学习方式、学术讨论、综合阅读与写作、独立思考、小组合作交流、共享等方法进行高中英语写作教学。第三,对研究成果进行数据分析。本研究得出以下结论：第一、合作学习提高了学生的英语写作水平和写作成绩。第二、合作学习营造了轻松的写作学习氛围,激发了学生写作的内在动机。小组合作学习还给学生提供了更多的学习英语的机会,培养了学生合作学习能力及主观能动性。本研究强调了合作学习对提高高中生英语写作成绩有很大帮助,并大大降低了他们写作时的焦虑感。同时建议高中教师根据英语写作素材,理性地利用小组合作的学习策略,不能把合作学习变成“伪合作”。
[Abstract]:In the field of English teaching, cooperative learning as a major learning strategy has been widely recognized around the world. The purpose of this method is to encourage students to combine autonomous learning and team support in class, emphasizing student interaction and requiring all members of the group to work together. Let the students in the group work together to achieve the common goal and accomplish the common task through the main learning form of cooperative learning. In addition, the low efficiency of writing is a great obstacle to students' English writing ability and a very weak link in English teaching. This study attempts to apply the cooperative learning concept to the teaching of English writing in senior high schools and to explore the feasibility and effectiveness of the cooperative writing model by means of mutual help and cooperation among students to complete the writing task. In view of these problems in English writing teaching in senior high schools, this study selects students from a senior high school in Jiangsu Province as the object of study, and adopts the method of action research. To explore the role of cooperative learning in improving students' English writing proficiency and students' interest in English writing. The research time is one semester, the research process includes: first, through the questionnaire to understand the status of writing teaching. Second, study literature books, discuss with colleagues and experts, and develop group cooperative learning programs. This paper attempts to combine cooperative learning with process writing, adopt common learning methods, academic discussion, comprehensive reading and writing, independent thinking, group cooperation and communication, and share English writing teaching in senior high school. Third, the research results of data analysis. The main conclusions are as follows: first, cooperative learning improves students' English writing proficiency and writing achievement. Second, cooperative learning creates a relaxed writing learning atmosphere and motivates students to write. Group cooperative learning also provides more opportunities for students to learn English, and develops students' cooperative learning ability and initiative. This study emphasizes that cooperative learning can greatly help high school students improve their English writing performance and reduce their anxiety. At the same time, it is suggested that senior high school teachers should make rational use of group cooperative learning strategies according to English writing materials and should not turn cooperative learning into "pseudo cooperation".
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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