初中英语课堂中合作学习现状个案调查研究

发布时间：2018-01-31 05:21

本文关键词： 合作学习初中英语课堂现状　出处：《鲁东大学》2017年硕士论文　论文类型：学位论文

【摘要】：合作能力是二十一世纪对人才的基本要求。英语课程标准(2011)也主张学生转变被动接受的学习方式,提倡自主、合作、探究学习的新方式。合作学习作为对传统班级授课制的一种突破和补充,目前被广泛应用于初中英语课堂教学中。尽管诸多研究已表明,在英语课堂中组织合作学习有利于活跃课堂氛围,但是目前对于合作学习在初中英语课堂中应用现状的调查研究较少。本文以建构主义理论、动机理论、社会互赖理论为指导,对合作学习在烟台三中英语课堂中的应用现状展开调查研究。通过课堂观察、调查问卷以及访谈等方式,以山东省烟台市第三中学的400名学生和10名英语教师为研究对象进行调查研究。本文旨在研究以下三个问题:(1)初中生在英语合作学习中的表现如何?(2)在英语合作学习的实施过程中,教师主要扮演哪些角色?(3)在合作学习过程中目前还存在哪些问题?本研究得出如下结论:(1)学生在合作学习中的参与度不均衡,并且在交际能力和组内评价方面表现不佳。(2)教师在合作学习的过程中没有扮演好组织者和指导者的角色。(3)在合作学习的实施过程中尚存在一些问题,例如合作学习小组划分不合理,合作学习的时间分配不合理,合作学习的活动形式单一等。
[Abstract]:In 21th century, cooperative ability is the basic requirement for talents. English Curriculum Standard / 2011) also advocates that students should change their passive learning methods and promote autonomy and cooperation. As a breakthrough and supplement to the traditional class teaching system, cooperative learning has been widely used in junior middle school English classroom teaching, although many studies have shown that. Organizing cooperative learning in English classroom is beneficial to the active classroom atmosphere, but there are few researches on the application of cooperative learning in junior middle school English classroom. This paper focuses on constructivism theory and motivation theory. Guided by the theory of social interdependence, this paper investigates the application of cooperative learning in the English classroom of Yantai III Middle School. Through classroom observation, questionnaire and interviews, etc. In this paper, 400 students and 10 English teachers from No.3 Middle School in Yantai City, Shandong Province, are investigated. What is the performance of junior high school students in cooperative English learning? What are the main roles of teachers in the implementation of cooperative English learning? What are the problems in the process of cooperative learning? This study draws the following conclusion: 1) students' participation in cooperative learning is uneven. And the teacher has not played the role of organizer and mentor in the process of cooperative learning. There are still some problems in the implementation of cooperative learning. For example, the division of cooperative learning group is unreasonable, the time allocation of cooperative learning is unreasonable, and the activity form of cooperative learning is single.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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