小学英语小组合作学习的问题与对策研究

发布时间：2018-10-19 09:56

【摘要】：小组合作学习是社会发展的需要,它为学生提供了高质量的学习机会,使学生怀着一颗真诚、理解、包容、开放的心走在一起,相互倾听、相互合作、相互学习,共同发展。小学英语课堂实施小组合作学习,可以为每个学生提供更多说英语、用英语的时间和机会,激发学生学习英语的兴趣;可以促进学生之间、师生之间的交流和互动,提高学生的人际交往能力;可以促使学生在资源共享中均衡自己的发展并培养其团队精神;更可以提升学生学习英语的能力,提高英语课堂的教学效果和效率,并为他们将来的学习、生活和工作带来便利。本文主要通过文献法、课堂观察法、案例分析法从四个方面探究小学英语小组合作学习存在的问题与对策。第一部分绪论,主要通过查找、阅读、整理相关文献资料,并探讨了本文研究的背景、目的及意义。第二部分解读小学英语小组合作学习的内涵并阐明在小学英语课堂上存在的主要问题:小组合作目标不明确,组员责任不明确,有效语言材料输入不足,有效互动和反思匮乏,合作环境淡薄。第三部分结合教学案例,分析当前小学英语小组合作学习问题的原因:教师合作学习的理论素养不够,教师缺乏实施合作学习的相关技能,学生缺乏合作技能的训练与指导,小组合作评价体系不完善,小组合作环境建设不足。第四部分针对原因,提出了改进小学英语小组合作学习的策略:提升英语教师合作学习的理论素养和实施合作教学的技能、培养学生的合作技能、建立科学的评价体系、创建良好的合作环境五个方面。本文的主要特色在于笔者的逆向反思,为了追寻小学英语小组合作学习应发挥的优势和效果,综合英语学科的特点,注重理论和实践紧密结合,探讨合作学习中存在的问题并提出改进的策略。
[Abstract]:Group cooperative learning is the need of social development, it provides students with a high-quality learning opportunities, students with a sincere, understanding, tolerance, open heart to walk together, listen to each other, cooperate, learn from each other, common development. The implementation of cooperative group learning in primary English classrooms can provide each student with more time and opportunities to speak English, stimulate students' interest in learning English, and promote communication and interaction among students, teachers and students. Improving students' interpersonal communication ability; promoting students to balance their own development in resource sharing and cultivating their team spirit; can also enhance students' ability to learn English and improve the effectiveness and efficiency of English classroom teaching. And for their future study, life and work to bring convenience. This paper explores the problems and countermeasures of English group cooperative learning in primary schools from four aspects: literature, classroom observation and case analysis. The first part of the introduction, mainly through searching, reading, sorting out the relevant literature, and discusses the background, purpose and significance of this study. The second part interprets the connotation of group cooperative learning in primary school English and explains the main problems in primary English classroom: the group cooperation goal is not clear, the group member's responsibility is not clear, the effective language material input is insufficient, the effective interaction and reflection are scarce. The cooperation environment is weak. The third part analyzes the reasons for the problems of cooperative learning in English groups in primary schools: the theoretical literacy of teachers' cooperative learning is not enough, the teachers lack the relevant skills to implement cooperative learning, and the students lack the training and guidance of cooperative skills. The group cooperation evaluation system is not perfect, the group cooperation environment construction is insufficient. In the fourth part, the author puts forward the strategies to improve the cooperative learning of English group in primary schools: to improve the theoretical literacy of cooperative learning of English teachers and the skills of implementing cooperative teaching, to train students' cooperative skills, and to establish a scientific evaluation system. Create a good cooperation environment in five aspects. The main feature of this paper is the author's reverse reflection. In order to pursue the advantages and effects of cooperative learning in English groups in primary schools, we should integrate the characteristics of English subjects and pay close attention to the close combination of theory and practice. This paper discusses the problems existing in cooperative learning and puts forward some strategies for improvement.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.31

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