高中英语课外小组合作学习实践研究研究结果在X县HR高级中学高一、（一）班的投放

发布时间：2018-04-30 13:20

本文选题：高中 + 英语　；参考：《四川师范大学》2017年硕士论文

【摘要】：本文主要对高中英语课外小组合作学习的实践展开研究,旨在为高中英语课外小组合作学习的开展提供一个全新而有效的教学实践版本。本文首先回顾了前人对合作学习的研究成果,同时概述了合作学习的相关理论流派及其主要观点。在此基础上,通过问卷调查探讨和总结了目前高中英语合作学习中诸多急待解决的问题:合作学习过于形式化,缺乏明确的目的;合作学习中的管理不当;合作学习中教师的角色定位不准确;分组随意化且缺乏组内分工。然后对目前高中英语合作学习存在的问题进行了原因分析:教师缺乏理论知识和创新实践;学校运营模式和管理的相对滞后;教学内容安排缺乏合理性;学生缺乏合作意识。最后提出了解决目前高中英语合作学习存在问题的策略与建议:教师应做好充分的理论与实践准备;教师应定位好自己在合作学习中的不同角色;采用多元化的评价体系;增强学生的合作意识和合作技能;合理分配学习小组;合理安排教学内容;选择恰当的方式方法;营造合理的教学情境。在对中国高中英语合作学习的发展脉络进行全面梳理后,本文重点从理论和实践层面探讨了在高中英语教学中如何实施课外小组合作学习;文章分别从:高中英语课外小组合作学习中的师生关系界定,分组原则,实施方案以及评价机制等几个方面进行了详细的探讨。文章提出:在高中英语课外小组合作学习中,师生之间最核心的关系是一种平等的合作关系,他们之间就学习中的各种问题以平等的身份相互探讨和交流。当然,在高中英语课外合作学习过程中,师生之间虽然地位平等,但是在角色分工上是有明显差别的。教师的角色包括:组织者、参与者、指导者、监管者、评价者。而作为学生,在英语课外合作学习中主要的角色是主体参与者,是学习活动的主角。关于课外小组合作学习中的分组,笔者认为必须坚持“组内异质,组间同质”的原则,在分组中要尽量保证各小组间的能力水平基本一致,以便让各小组之间展开公平的竞争。关于英语课外小组合作学习的实施,笔者认为在高中英语课外小组合作学习的实施方案中,最为核心的两个部分为:一是人的安排,二是学习内容和目标的确定。关于评价机制,笔者认为对高中英语课外合作学习的评价,要采用科学而合理的多元评价机制对英语课外小组合作学习进行全面的评价。最后笔者将高中英语课外小组合作学习实践研究结果投放在X县HR高级中学高一、(一)班,收到了较好的效果。本文通过对高中英语课外小组合作学习展开实践研究,提出了课外小组合作学习,课堂内展示的教学方式,以供其他英语教师借鉴和参考。
[Abstract]:This paper focuses on the practice of cooperative learning in English extracurricular groups in senior high school, in order to provide a new and effective version of teaching practice for the development of cooperative learning in English extracurricular groups in senior high school. This paper first reviews the previous researches on cooperative learning and summarizes the relevant schools of cooperative learning and its main points of view. On the basis of this, the paper discusses and summarizes many urgent problems in English cooperative learning in senior high school by means of questionnaire survey: cooperative learning is too formalized and lacks clear purpose, and the management of cooperative learning is improper. The role orientation of teachers in cooperative learning is inaccurate, the group is arbitrary and the division of labor within the group is lacking. Then it analyzes the causes of the problems in senior high school English cooperative learning: teachers' lack of theoretical knowledge and innovative practice; the relative lag of school operation mode and management; the lack of rationality in teaching content arrangement; and the lack of cooperative consciousness among students. Finally, the paper puts forward some strategies and suggestions to solve the problems existing in English cooperative learning in senior high school: teachers should make full theoretical and practical preparations, teachers should position their different roles in cooperative learning, and adopt a diversified evaluation system. Enhance students' cooperative consciousness and skills; allocate study groups rationally; arrange teaching content rationally; choose appropriate ways and methods; create reasonable teaching situation. After a comprehensive analysis of the development of cooperative English learning in senior high schools in China, this paper focuses on how to implement cooperative learning in extracurricular groups in senior high school English teaching from the theoretical and practical aspects. This paper discusses in detail the relationship between teachers and students, the principle of grouping, the implementation scheme and the evaluation mechanism. The paper points out that the most important relationship between teachers and students is a kind of equal cooperative relationship in the cooperative learning of high school English extracurricular groups, and they discuss and communicate with each other in equal status on various problems in their study. Of course, in the process of cooperative learning, there are obvious differences in the division of roles between teachers and students, although the status of teachers and students is equal. The role of a teacher includes: organizer, participant, mentor, supervisor, evaluator. As a student, the main role in English extracurricular cooperative learning is the main participant and the protagonist of learning activities. As for the grouping in extracurricular group cooperative learning, the author holds that the principle of "heterogeneity within groups, homogeneity among groups" must be adhered to, and the ability level among groups should be basically consistent in order to make the competition between groups fair. As for the implementation of cooperative learning in English extracurricular groups, the author believes that in the implementation of cooperative learning in English extracurricular groups in senior high school, the two most important parts are: one is the arrangement of people, the other is the determination of learning contents and objectives. On the evaluation mechanism, the author thinks that the scientific and reasonable multiple evaluation mechanism should be used to evaluate the cooperative learning of English extracurricular groups in senior high school. In the end, the author puts the results of the study on cooperative learning practice in the first year of senior high school in X County HR High School, and gets a good result. Based on the practical study of cooperative learning in English group in senior high school, this paper puts forward the teaching methods of extracurricular group cooperative learning, which can be used for reference by other English teachers.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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