课外小组合作学习模式对寄宿制初中英语阅读教学的影响研究

发布时间：2023-10-01 22:12

　　英语阅读教学是英语教学中不可或缺的组成部分,具有重要的地位。小组合作学习是一种具有独特创意、富有真实效果的教学方法与策略体系。在小组合作学习的英语阅读课堂中,能够为学生创造很好地英语阅读学习氛围。这有利于提高学生对英语阅读学习的兴趣,提升他们的阅读能力。但是对于寄宿制初中生群体来说,他们缺乏阅读兴趣,不能够灵活运用基本的阅读策略,阅读能力水平低。而且,小组合作的英语阅读课堂教学并不能完全满足他们对英语阅读学习的需要,课堂阅读教学不足以达到国家课程标准对其阅读量和阅读能力水平的要求。因而,在寄宿制初中英语阅读教学的过程中,开展课外阅读教学活动就显得尤为重要了。英语课外阅读学习作为课堂阅读教学的延伸,能够为学生提供大量的可理解性的语言输入,并能提高学生获取信息和语言处理的能力。同时,课外小组合作学习模式能够为学生提供一个更为自主、开放、更加适合学生参与的课外英语阅读学习平台,从而解决寄宿制初中生在英语阅读学习上的相关问题。为此,本研究在合作学习理论、社会相互依赖理论等相关理论的指导下,笔者结合自己的工作实际和经验,选定“课外小组合作学习模式”为研究方向,探索其对寄宿制初中英语阅读教学的影响...

【文章页数】：72 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
ChapterⅠ Introduction
    1.1 Background of the study
        1.1.1 The importance of English reading
        1.1.2 The present situation of English reading teaching in junior high school
        1.1.3 The problems in English reading teaching faced by the boarding junior high school
    1.2 Purpose and Significance
    1.3 Structure of the thesis
ChapterⅡ Literature review
    2.1 Group cooperative learning
        2.1.1 Definitions of the group cooperative learning mode
        2.1.2 The influencing factors of group cooperative learning
        2.1.3 The theoretical basics of group cooperative learning
    2.2 Related research about group cooperative learning and English reading teaching
        2.2.1 Research on group cooperative learning and English graded reading abroad
        2.2.2 Research on group cooperative learning and English graded reading at home
    2.3 The research and application of extracurricular group cooperative learning in English reading teaching
ChapterⅢ Research Methodology
    3.1 Research Questions
    3.2 Research environment and subjects
        3.2.1 Research environment
        3.2.2 Research subjects
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Interviews
        3.3.3 Pre-test and Post-test
        3.3.4 Data collection and Statistical instruments
    3.4 Research Procedures
        3.4.1 The establishment of the small groups
        3.4.2 The presentation of group cooperative learning mode in English reading class
        3.4.3 The promotion of extracurricular grouping cooperative learning mode in English reading
        3.4.4 Presentations of the post-reading by the groups in class
        3.4.5 Evaluation mechanism and staged testing
ChapterⅣ Results and Discussion
    4.1 Results of questionnaires
    4.2 Results of interview
    4.3 Results of Pre-test and Post-test
    4.4 Discussion
ChapterⅤ Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions of Further study
References
Appendix A Questionnaire
Appendix B Interview Questions
Acknowledgements



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