基于有效情景下的合作学习在初中英语口语教学中的实证研究

发布时间：2018-06-10 20:59

本文选题：初中英语口语教学 + 小组合作学习　；参考：《杭州师范大学》2017年硕士论文

【摘要】：小组合作学习以合作学习小组为基本形式,系统利用教学中动态因素之间的互动,促进学生的学习,以团体的成绩为评价标准,共同达成教学目标的教学活动。新课标实行以来,自主、合作、探究、小组合作学习作为一种有效教学策略在教学实践中被广泛应用。然而在理论联系实践时,由于忽视教学目标、盲目的追求形式上的合作学习,学生无法真正的在有效的教学情景下学习语言知识,提高自己在生活实践中运用语言知识的能力。目前,国内外学者在合作学习已经做过大量研究,但少有研究是基于有效情景创设下合作学习与初中英语口语教学展开的。因此,笔者回顾了小组合作学习相关理论,进行了基于有效情景创设下合作学习在初中英语口语课堂教学中的应用实证研究,主要回答以下三个研究问题:1)基于有效情景下的合作学习是否对初中英语口语教学有作用?2)基于有效情景下的合作学习对初中生英语口语学习会产生哪些作用?3)教师可以按照哪些教学步骤在初中英语口语教学中运用有效情景下的合作学习?参与研究的实验对象为杭州市翠苑中学九年级七十二名学生.学生来自于同一名英语老师任教的两个平行班级。在为期十六周的实验期间,学生首先被要求填写问卷调查和参与访谈以了解目前初中生英语口语层次水平以及合作学习教学模式运用的现状,同时通过进行基于有效情景下的合作学习模式为指导的实验组与传统教学法指导下的控制组的对比试验,旨在回答以上研究问题。主要研究结果表明:1)在创设有效情景的前提下,小组合作学习模式受到了学生的喜爱,有利于创建轻松、真实的学习氛围,减少学生的心理压力以及英语学习焦虑,同时有助于学生获得成就感,激发学生学习兴趣,保持较强的学习动机。2)有效情景下的合作学习教学模式有助于学生英语口语能力以及合作学习能力的提高。3)教师在初中英语口语教学中可以采用四步教学法,包括教师制定教学目标以及创设真实教学情境,学生努力达成学习目标,学生课堂展示学习成果,教师给予评价和建议。本研究论文一共由六个章节组成,引言部分主要介绍研究背景、研究意义、以及研究的布局框架;第二章为文献综述部分,主要介绍有效情景下的合作学习在国内外的研究现状;第三章介绍合作学习以及有效情景的理论基础;第四章为有效情景创设下合作学习在初中英语口语教学中的应用实验研究方法;第五章为实验数据的分析;第六章为结论部分。
[Abstract]:The group cooperative learning takes the cooperative learning group as the basic form, systematically utilizes the interaction between the dynamic factors in teaching, promotes the students' learning, takes the group achievement as the evaluation criterion, and achieves the teaching goal together. Since the implementation of the new curriculum standard, autonomous, cooperative, inquiry and group cooperative learning as an effective teaching strategy has been widely used in teaching practice. However, because of neglecting teaching objectives and blindly pursuing formal cooperative learning, students can not really learn language knowledge in an effective teaching situation and improve their ability to use language knowledge in life practice. At present, scholars at home and abroad have done a great deal of research in cooperative learning, but few studies are based on the creation of effective scenarios to develop cooperative learning and oral English teaching in junior high schools. Therefore, the author reviews the relevant theories of group cooperative learning, and conducts an empirical study on the application of cooperative learning in oral English teaching in junior high school based on the creation of effective scenarios. Answer the following three research questions: (1) whether cooperative learning based on effective scenarios plays an important role in oral English teaching in junior high school? (2) what role does cooperative learning under effective scenarios have on junior high school students' oral English learning? According to which teaching steps can teachers use cooperative learning in effective situations in oral English teaching in junior middle schools? The subjects of the study were 72 students in Grade 9 of Cuiyuan Middle School in Hangzhou. The students come from two parallel classes where the same English teacher teaches. During the 16-week experiment, students were first asked to fill out questionnaires and participate in interviews to understand the current level of oral English among junior high school students and the current situation of the use of cooperative learning teaching models. At the same time, a comparative experiment was conducted between the experimental group and the control group under the guidance of the traditional teaching method under the guidance of the cooperative learning model based on the effective situation, in order to answer the above research questions. The main results show that under the premise of creating effective situations, the cooperative group learning model is favored by students, which is conducive to creating a relaxed and real learning atmosphere, reducing students' psychological pressure and English learning anxiety. It also helps students gain a sense of achievement and stimulate their interest in learning. Keeping strong learning motivation. 2) the cooperative learning teaching model under the effective situation is helpful to improve students' oral English ability and cooperative learning ability. 3) Teachers can adopt four steps teaching method in oral English teaching in junior middle school. Including teachers to set teaching goals and create a real teaching situation, students strive to achieve learning goals, students demonstrate learning results in class, teachers give evaluation and advice. This research paper consists of six chapters, the introduction mainly introduces the research background, research significance, and the framework of the research; the second chapter is the literature review. The third chapter introduces the theory of cooperative learning and the theoretical basis of the effective situation, introduces the current situation of cooperative learning at home and abroad, and introduces the theoretical basis of cooperative learning in the third chapter. The fourth chapter is the experimental research method of cooperative learning in the junior middle school oral English teaching under the creation of effective situations; the fifth chapter is the analysis of the experimental data; the sixth chapter is the conclusion.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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