小学英语小班化教学中合作学习的探究与实践

发布时间：2018-05-02 04:45

本文选题：导生制的合作学习 + 基于导生制的任务型合作学习　；参考：《宁波大学》2015年硕士论文

【摘要】：在江北区区域小班化教学工作的推进下,我校于2011年开始成为小班化教学试点学校。小班人数的减少为合作学习提供了有利的时空条件,而合作学习更是小班化教学得以开展的有效方式。因此,在英语课堂中,充分运用合作学习,让每一个孩子在合作学习中参与、体验、实践、锻炼和交流,是关注每一位、发展每一位的最好方式。虽然目前有关合作学习的理论和实践较多,但是在听了杭州、上海乃至全国观摩的小学英语课堂后,发现合作学习还存在以下一些问题:1.流于形式,不求实效;2.不分内容,滥用合作;3.表面热闹,缺少独立思考;4.分工不明,参与面窄;5.放任自流,调控不当。所以,如何在小学英语课堂中有效地开展合作学习,是本研究所需解决的问题。为了有效落实合作学习我们将合作学习分成了三种方式:第一种方式,贝尔——兰喀斯特制的小组合作(即导生制的小组合作);第二种方式,基于导生制的任务型合作学习;第三种方式,自主学习式的小组合作;并对这三种合作方式进行了探究与实践。导生制的小组合作并非真正意义上的合作学习,但可应用于简单的小组活动,让小组活动有条不紊地开展。低段学生自主性较差,学生合作意识淡薄,导生制的合作学习是培养学生合作能力的基础,尤其适用于一二年级学生。基于导生制的任务型合作学习才是真正意义的合作学习,通常用于比较有难度的问题或任务,通过讨论、汇报、分享来解决这个难点,真正培养了学生的合作意识和技能。此合作学习模式适用于一年级下半学期至六年级学生。通过TEAM MODEL智慧教室环境中的课堂实践,我们构建自主合作阅读学习模式,旨在服务于学生的自主阅读和自主学习。自主合作阅读学习通常用于小学高段五、六年级。自主合作阅读学习的实施不仅完全符合学生的认知过程,而且开发了学生差异资源,改善了课堂教学评价体系,实现了学生在最近发展区内个性的发展和对知识的主动意义建构和深层次的思维,并有利于促进学生智力、能力和社会情感的和谐发展。本文对这三种合作模式的基本架构、实践、应用和成效等几方面作了具体研究和阐述。
[Abstract]:With the promotion of small class teaching in Jiangbei District, our school began to be a pilot school of small class teaching in 2011. The reduction of small class size provides favorable time and space conditions for cooperative learning, and cooperative learning is an effective way to carry out small class teaching. Therefore, in English classroom, it is the best way to pay attention to each and every one of them by making full use of cooperative learning so that every child can participate, experience, practice, exercise and communicate in cooperative learning. Although there are many theories and practices on cooperative learning at present, after listening to the primary English classes in Hangzhou, Shanghai and even the whole country, we find that there are still some problems in cooperative learning: 1. Mere formality does not seek practical results. Regardless of content, abuse of cooperation. Surface lively, lack of independent thinking. The division of labor is not clear, and the participation is narrow. Letting go of oneself and improper regulation and control. Therefore, how to effectively carry out cooperative learning in primary English classroom is the problem to be solved in this study. In order to effectively implement cooperative learning, we divide cooperative learning into three ways: first, group cooperation based on Bell-Lankast system, second, task-based cooperative learning based on guidance system; The third way, self-learning group cooperation, and the three ways to explore and practice. Group cooperation under the guidance system is not really cooperative learning, but it can be applied to simple group activities so that group activities can be carried out methodically. Low level students have poor autonomy and weak sense of cooperation. Cooperative learning under the guidance system is the basis of cultivating students' cooperative ability, especially for the first and second grade students. Task-based cooperative learning based on tutoring system is the real cooperative learning, which is usually used for difficult problems or tasks, which can be solved by discussing, reporting and sharing, thus cultivating students' cooperative consciousness and skills. This cooperative learning model is suitable for students in the second half of the first grade to the sixth grade. Through the classroom practice in the TEAM MODEL wisdom classroom, we construct the autonomous cooperative reading learning model to serve the students' autonomous reading and autonomous learning. Self-regulated cooperative reading learning is usually used in the fifth and sixth grades of high school. The implementation of autonomous cooperative reading learning not only fully accords with the students' cognitive process, but also develops the students' difference resources and improves the evaluation system of classroom teaching. It realizes the development of students' personality in the recent development area, the construction of active meaning to knowledge and the deep thinking, and it is helpful to promote the harmonious development of students' intelligence, ability and social emotion. In this paper, the basic framework, practice, application and effectiveness of these three modes of cooperation are discussed.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

【引证文献】