合作学习在初三英语复习课上的应用研究
发布时间：2018-10-10 15:07
【摘要】：《义务教育英语课程标准(2011版)》明确要求：义务教育阶段的英语课程应面向全体学生,体现以学生为主体的思想,教师应合理安排教学内容和步骤,组织多种形式的课堂互动,鼓励学生通过观察、模仿、体验、探究和展示,并引导他们学会自主学习和合作学习。为了实现这一目标,本研究者尝试以维果斯基的社会建构主义理论、约翰逊兄弟的社会互赖理论和迈克郎的互动假说为理论依据,摒弃初三英语复习课堂上一成不变的“做题→讲题”的传统做法,构建了以合作学习为主导的初三英语复习课模式,探索将合作学习理论应用于英语复习课的可行性和有效性。本次研究选取南京某学校初三年级平行班中的初三(3b)班学生作为被测试对象,根据异质分组原则,参与者被分成以4-5人为单位的学习小组,进行复习课的合作学习的实证研究,借助SPSS数据分析、情感态度量表以及个别访谈等方法对研究结果进行统计分析,研究结果显示：在初三英语复习课上运用合作学习比传统复习课有效。首先,学生的学业成绩明显提高,运用SPSS对实验组的前测和后测成绩进行分析t值的双尾检验Sig.=.001.05,实验组成绩提高显著,而对照组,成绩提高并不显著。其次,学生在情感、态度和价值观上表现良好,问卷调查显示92.15%的学生表现了积极的情感态度,同时,学生对教师给予了积极评价,99%以上学生对教师的教学表示认可。此外,对好、中、差三个层次的典型学生的个别访谈显示,不同层次的学生都有收获,那些基础薄弱但是学习态度良好的学生获益更多。与此同时,本研究者在分组方法、评价方式、学习活动等具体合作学习方法与手段方面也做了一些初步的尝试,研究结果显示：异质分组以及组内合作、组间竞争和个人积分的过程性评价更加适合合作学习。同时,针对不同的复习内容,采取不同的合作学习方法更有效：“切块拼接法(Jigsaw)"适用于试卷讲评课；“共学式(Learning together)"适合词汇复习；“切块拼接法Ⅱ (JigsawⅡ)"适用于单元复习；“学生小组成绩分工法(STAD)"和“内外圈(Inner-outer circle)"法特别适用于语法复习。根据本研究得到的启示,本研究者建议：在初三英语复习上,要废除传统单调的复习方式,不再搞题海战术,转而运用多样的合作学习方法,激发学生复习积极性,提高复习效率。
[Abstract]:The English Curriculum Standard for compulsory Education (2011 Edition) clearly requires that the compulsory education English curriculum should be open to all students, embody the idea of taking students as the main body, and teachers should arrange the teaching contents and steps reasonably and organize various forms of classroom interaction. Students are encouraged to learn autonomous and cooperative learning through observation, imitation, experience, inquiry and presentation. In order to achieve this goal, we try to use the social constructivism theory of Vygoski, the social interdependence theory of the Johnson brothers and the interaction hypothesis of Michael Lang as the theoretical basis. This paper discards the traditional practice of "doing problems and lecturing questions" in the English review classroom of Grade three, constructs the model of the revision course of English in which cooperative learning is the leading part, and explores the feasibility and effectiveness of applying the theory of cooperative learning to the English revision class. According to the principle of heterogeneous grouping, the participants were divided into 4 to 5 learning groups to conduct empirical research on cooperative learning in review classes. With the help of SPSS data analysis, affective attitude scale and individual interviews, the results show that cooperative learning is more effective than traditional revision class in the third grade English review class. First of all, the academic performance of the students significantly improved, using SPSS to analyze the pre-test and post-test results of the experimental group, the double-tail test of t value of the experimental group improved significantly, while in the control group, the improvement was not significant. Secondly, students performed well in emotion, attitude and values. The questionnaire survey showed that 92.15% of students showed positive emotional attitude. At the same time, students gave positive evaluation to teachers, and more than 99% students approved of teachers' teaching. In addition, individual interviews with typical students of good, middle and poor levels showed that students at different levels had gains, while those with weak foundations and good learning attitudes benefited more. At the same time, the researcher also made some preliminary attempts in the specific cooperative learning methods and means, such as grouping method, evaluation method, learning activity and so on. The results showed that heterogeneous grouping and intra-group cooperation. The process evaluation of group competition and individual integration is more suitable for cooperative learning. At the same time, it is more effective to adopt different cooperative learning methods according to different review contents: "(Jigsaw)" is suitable for examination paper evaluation, "co-learning (Learning together)" is suitable for vocabulary review, "Jigsaw 鈪，
本文编号：2262234
[Abstract]:The English Curriculum Standard for compulsory Education (2011 Edition) clearly requires that the compulsory education English curriculum should be open to all students, embody the idea of taking students as the main body, and teachers should arrange the teaching contents and steps reasonably and organize various forms of classroom interaction. Students are encouraged to learn autonomous and cooperative learning through observation, imitation, experience, inquiry and presentation. In order to achieve this goal, we try to use the social constructivism theory of Vygoski, the social interdependence theory of the Johnson brothers and the interaction hypothesis of Michael Lang as the theoretical basis. This paper discards the traditional practice of "doing problems and lecturing questions" in the English review classroom of Grade three, constructs the model of the revision course of English in which cooperative learning is the leading part, and explores the feasibility and effectiveness of applying the theory of cooperative learning to the English revision class. According to the principle of heterogeneous grouping, the participants were divided into 4 to 5 learning groups to conduct empirical research on cooperative learning in review classes. With the help of SPSS data analysis, affective attitude scale and individual interviews, the results show that cooperative learning is more effective than traditional revision class in the third grade English review class. First of all, the academic performance of the students significantly improved, using SPSS to analyze the pre-test and post-test results of the experimental group, the double-tail test of t value of the experimental group improved significantly, while in the control group, the improvement was not significant. Secondly, students performed well in emotion, attitude and values. The questionnaire survey showed that 92.15% of students showed positive emotional attitude. At the same time, students gave positive evaluation to teachers, and more than 99% students approved of teachers' teaching. In addition, individual interviews with typical students of good, middle and poor levels showed that students at different levels had gains, while those with weak foundations and good learning attitudes benefited more. At the same time, the researcher also made some preliminary attempts in the specific cooperative learning methods and means, such as grouping method, evaluation method, learning activity and so on. The results showed that heterogeneous grouping and intra-group cooperation. The process evaluation of group competition and individual integration is more suitable for cooperative learning. At the same time, it is more effective to adopt different cooperative learning methods according to different review contents: "(Jigsaw)" is suitable for examination paper evaluation, "co-learning (Learning together)" is suitable for vocabulary review, "Jigsaw 鈪，
本文编号：2262234
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