延吉市一中语文课堂教学中小组合作学习现状调查分析

发布时间：2018-07-21 19:24

【摘要】：我国从九十年代初期开始,便在课堂上尝试运用小组活动进行教学,《基础教育课程改革纲要(试行)》强调“改变以往课程在实施过程中形成的死记硬背、重复训练的教学习惯,鼓励学生积极参与、主动探究、善于自己动手,锻炼他们搜集资料和处理问题的能力、学习和接受新知的能力,此外还要培养他们交流与合作的能力。”《国务院关于基础教育改革与发展的决定》中也提出了类似要求：“提倡合作学习,推动学生之间彼此交流、一起成长、使教师和学生能够教学相长。”因此,越来越多的教师都接受并采用小组合作学习这一有效的教学策略。在这一教育模式背景下,本研究以延吉市一中语文小组合作学习这一教学策略运用的真实情况为出发点,找到制约语文小组合作学习发展的原因、问题,并对其进行分析,找出有效的解决方法,希望可以为延吉市一中语文小组合作学习的改革与进步提供一些帮助。本论文以合作教育理论、教学工学理论、社会互赖理论为研究基础,通过文献研究法、问卷调查法对延吉市一中语文课堂教学中小组合作学习现状进行调查,对他们取得的成绩和存在的问题在调查的基础上进行分析,找出问题存在的原因,最后提出延吉市一中课堂教学中小组合作学习改进的建议。论文通过问卷分别对老师和学生展开调查,分析了延吉市一中语文课堂教学中小组合作学习取得的成绩：小组合作学习实现了传统教学方式的转变、小组合作学习丰富了学生的学习生活、小组合作学习提高了学生的语文学习成绩、小组合作学习拓展了教学改革的新领域。结合以上调查,从学生、教师、学校总结出延吉市一中语文课堂教学中小组合作学习存在的问题：学生缺乏合作学习意识或自制能力差；老师对合作学习认识不足、在组织和建设小组方面做得比较粗糙、小组合作学习占据课堂时间不够合理、教师的监督和指导工作做得不够细致、评价方法无法摒弃传统教学中存在的弊病；学校领导缺乏关于小组合作学习的整体认识、强硬措施使得小组合作学习过于形式、学校评判小组合作学习成果的办法不合理。针对这三方面存在的问题进行成因分析：学生缺乏合作意识和合作技能；教师未能有效地组建和协调合作小组、对合作学习理论缺乏深入研究、在小组合作学习中缺乏对学生的指导；学校的落实流于形式、在落实中未结合本校实际、教师缺乏系统的培训。通过以上调查总结分析,对延吉市一中语文课堂教学中小组合作学习提出建议,学生方面：培养学生的合作意识、培养小组合作技能；教师方面：提升教师的专业知识素养、自觉学习理论知识,提高自身素质、构建科学优化的合作学习小组、指导学生小组合作学习的方法,合理评价学生的行为；学校方面：注重教师的培养、小组合作教学要切合学校的实际情况、小组合作教学要建立合理的管理和评价体系。本研究不但可以使小组合作学习的相关理论更加丰富,而且还能完善语文教学理论。使语文课堂教学中小组合作学习这一模式的运用过程中,能够少走弯路,朝着正确的方向成功推行与开展。
[Abstract]:Since the beginning of the early 90s, China has tried to use group activities to teach in the classroom. < basic education curriculum reform outline > > emphasizes "changing the rote of the past curriculum in the process of implementation, repeated training of the teaching habits, encouraging students to actively participate and explore, be good at doing their own work, and exercise their collection." The ability to material and deal with problems, to learn and accept new knowledge, and to develop their ability to communicate and cooperate. "The State Council's decision on basic education reform and development has also put forward similar requirements:" promoting cooperative learning, promoting students to communicate with each other, growing together, so that teachers and students can teach each other. " Therefore, more and more teachers accept and adopt the effective teaching strategy of group cooperative learning. Under the background of this educational model, this study is based on the actual situation of the application of the cooperative learning strategy of the Chinese Chinese group in Yanji. This paper is based on the theory of cooperative education, the theory of teaching and engineering, the theory of social interdependence, and the research method of document research and inquiry into the group of Chinese classroom teaching in the first Chinese language in Yanji city. This paper is hoped to provide some help for the reform and progress of the cooperative learning of the one Chinese language group in Yanji. The present situation of cooperative learning is investigated. On the basis of their achievements and existing problems, the reasons are analyzed to find out the reasons for the problems. Finally, the suggestions on the improvement of the primary and middle school teaching combination in the first class of Yanji are put forward. The paper investigates the teachers and students by the questionnaire and analyzes the Chinese language class in Yanji. Group cooperative learning achieved the transformation of traditional teaching methods, group cooperative learning enriched the students' learning life, group cooperative learning improved the students' Chinese learning achievement. Group cooperative learning expanded the new field of teaching reform. The school summarizes the problems in the primary and middle school Chinese classroom teaching in Yanji. The students lack the consciousness of cooperative learning or the poor self-control, the teachers lack the knowledge of the cooperative learning, the organization and the construction group are rough, the group cooperative learning is not reasonable, the teacher's supervision and guidance work is not enough. Not meticulously done, the evaluation method can not abandon the shortcomings of the traditional teaching; the school leaders lack the overall understanding of the group cooperative learning, the tough measures make the group cooperative learning too form, the method of the school evaluation group cooperative learning results is unreasonable. The causes of the three aspects of the problems are analyzed: Students Lack of cooperative awareness and cooperation skills; teachers' failure to effectively organize and coordinate cooperation groups, lack of in-depth study of cooperative learning theory, lack guidance to students in group cooperative learning; the implementation of schools in the form of teachers' lack of system training in the implementation of the school. Suggestions are made on the small and medium combination of Chinese classroom teaching in the first Chinese language in Yanji. Students are trained to cultivate students' cooperative awareness and team cooperation skills. Teachers should improve their professional knowledge, learn theoretical knowledge and improve their own quality, construct a scientific and optimized cooperative study group, and guide the cooperation of the student group. The method of learning and reasonable evaluation of the behavior of the students; in school, we should pay attention to the training of the teachers, the cooperative teaching of the group should conform to the actual situation of the school, and the cooperative teaching of the group should set up a reasonable management and evaluation system. This study not only makes the related theories of the group cooperative learning more rich, but also perfect the Chinese teaching theory. In the process of applying the mode of small group learning in Chinese classroom teaching, we can take fewer detours and carry out successfully in the right direction.
【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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