合作学习对小学生英语词汇学习影响的实证研究

发布时间：2021-09-29 01:53

　　在小学英语学习中,词汇起着至关重要的作用。目前,我国很多小学英语教师仍然采用传统的方法教授词汇,长久下来,一大部分的学生就慢慢失去了学习英语的兴趣,学习英语单词就成了一个很困难的问题。一些教学一线的英语教师在不断探索新的词汇教学方法,以促进小学英语词汇教学,其中,合作学习法是现在比较推崇的一种学习方法。合作学习的教学活动特别强调学生间的合作性互动,它能够使课堂气氛变得轻松愉快,让学生学习进步,并且在培养学生的非认知品质方面效果显著。同时,这个具有创新性和高效性的合作学习理论也被广泛应用于许多课堂中。笔者也尝试将这一理论应用到自己的词汇教学课堂中,期望能够取得良好的效果。本文的研究问题有以下2个:1、合作学习是否提高小学生的英语词汇成绩?2、合作学习是否积极地改善了小学生学习词汇的态度?为了回答以上二个问题,本研究用时14周,笔者所教的小学五年级的二个自然班各40名学生作为实验对象,五（3）班为实验班级,采用合作学习的方式进行词汇学习。五（4）班为控制班,采用传统的教学方法进行词汇学习。在实验前对两个班级进行词汇测验以此表明这两个班英语词汇水平相当,从而说明实验操作的科学性,并在实验班使... 

【文章来源】：广州大学广东省

【文章页数】：107 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Acbstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of this Thesis
Chapter Two Literature Review
    2.1 Cooperative Learning
        2.1.1 Definition of Cooperative Learning
        2.1.2 Basic Elements of Cooperative Learning
        2.1.3 Strategies of Cooperative Learning
        2.1.4 Methods of Cooperative Learning
    2.2 Vocabulary Teaching
        2.2.1 Definition of Vocabulary Teaching
        2.2.2 Researches of Vocabulary Teaching Abroad and at Home
        2.2.3 Methods of Vocabulary Teaching
    2.3 Studies on Cooperative Learning to Vocabulary Teaching
        2.3.1 Studies on Cooperative Learning to Vocabulary Teaching Abroad
        2.3.2 Studies on Cooperative Learning to Vocabulary Teaching at Home
    2.4 Research Gap
Chapter Three Theoretical Basics
    3.1 Social Interdependence Theory
        3.1.1 Introduction to Social Interdependence Theory
        3.1.2 Social Interdependence Theory and Cooperative Learning
    3.2 Cognitive Theory
        3.2.1 Introduction to Cognitive Theory
        3.2.2 Cognitive Theory and Cooperative Learning
    3.3 Motivational Theory
        3.3.1 Introduction to Motivational Theory
        3.3.2 Motivational Theory and Cooperative Learning
    3.4 Summary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Variables
    4.4 Research Instruments
        4.4.1 Tests
        4.4.2 Questionnaires
        4.4.3 Interview
    4.5 Research Procedures
        4.5.1 Experiment Preparation
            4.5.1.1 Experiment Preparation in Experimental Class
            4.5.1.2 Experiment Preparation in Control Class
        4.5.2 Teaching Procedure
            4.5.2.1 Teaching Procedure in Experimental Class
            4.5.2.2 Teaching Procedure in Control Class
    4.6 Data Collection and Analysis
Chapter Five Results and Discussions
    5.1 Results
        5.1.1 Results of Vocabulary Tests
        5.1.2 Results of the Questionnaires Scores in EC
        5.1.3 Results of the Interviews
    5.2 Discussions
        5.2.1 Discussion Related to Research Question1
        5.2.2 Discussion Related to Research Question2
    5.3 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Research
    6.4 Suggestions for Future Researches
References
Appendices
Appendix Ⅰ:Vocabulary Pretest
Appendix Ⅱ:Vocabulary Post-test
Appendix Ⅲ:Pre-questionnaire
Appendix Ⅳ:A Sample Lesson Plan for Experimental Class
Appendix Ⅴ:A Sample Lesson Plan for Control Class
Appendix Ⅵ:Interview
Appendix Ⅶ:Schedule of the Vocabulary Scores in EC
Appendix Ⅷ:Data of Questionnaire
Appendix Ⅸ:Schedule of the Task Assignment
Appendix Ⅹ:Groups of Cooperative Learning and Cards
Academic Papers Published During Postgraduate Study



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