小组合作学习对九年级学生英语学习影响的实证研究
发布时间：2024-12-25 22:08
小组合作学习这种教学模式被视为近十年来最重要且最成功的教学改革之一,颇受称赞。许多研究表明它能够提高学生的学习成绩。进一步研究它对学生学习的影响,有助于我们深化对合作学习理论的理解,同时有助于改进课堂教学效果。本研究基于最近发展区理论、马斯洛的需求理论和教育工学理论,采用实验与问卷相结合的设计,探究以下两个研究问题:(1)小组合作学习会对九年级学生的英语成绩产生什么影响?(2)小组合作学习会对九年级学生的情感产生什么影响?第一个研究问题由实验解决,第二个研究问题由问卷解决。九年级两个班的学生参加了实验,每班40名学生。一个班为实验班,一个班为控制班。实验前,两个班进行了前测。两个班的英语成绩经过独立T检验后表明两个班无显著差异。实验班还进行了问卷调查。三个月后两个班进行了后测。独立T检验显示两个班的英语成绩有显著差异。说明干预手段有效,小组合作学习对学生的学习成绩产生了积极影响。实验班还进行了后测问卷。前后问卷数据配对T检验后,每个维度都发生了显著变化,表明小组合作学习对实验班学生的情感也产生了积极影响。这些研究结果对教学有一定的启示:(1)教师可在教学中多采用小组合作学习的方式,根据教...
【文章页数】：82 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Abbreviations
1. Introduction
1.1 Research Background
1.2 Research Significance
1.2.1 Academic Significance
1.2.2 Practical Significance
1.3 Structure of the Thesis
2. Literature Review
2.1 Relevant Concepts
2.1.1 Group Cooperative Learning
2.1.2 Emotion
2.2 Theoretical Basis
2.2.1 The Zone of Proximal Development Theory
2.2.2 Maslow’s Hierarchy of Needs Theory
2.2.3 Classroom Instructional Technology Theory
2.3 Researches on the Group Cooperative Learning Abroad and at Home
2.3.1 Researches Abroad
2.3.2 Researches at Home
2.3.3 Limitations of Previous Researches
3. Research Design
3.1 Research Aims
3.2 Research Questions
3.3 Participants
3.4 Research Instruments
3.4.1 Test paper
3.4.2 Questionnaire
3.5 Research Procedures
3.5.1 Pre-test
3.5.2 Pre-questionnaire
3.5.3 Treatments
3.5.4 Post-test
3.5.5 Post-questionnaire
3.5.6 Data Collection and Analysis
4. Results and Discussion
4.1 Results and Discussion of the Students’Academic Achievement
4.1.1 Results of the Students’Academic Achievement
4.1.2 Discussion of Students’Academic Achievement
4.2 Results and Discussion of the Students’ Emotions
4.2.1 Results of the Students’ Emotions
4.2.2 Discussion of the Students’ Emotions
5. Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of this Present Research
5.4 Suggestions for the Future Research
References
AppendixⅠ Test paper
AppendixⅡ Questionnaire
AppendixⅢ A-week Group Competition Form
AppendixⅣ Self-evaluation Form
AppendixⅤ Group-evaluation Form
AppendixⅥ The Study Process Evaluation System
AppendixⅦ The Study Process Evaluation System
作者简介
附件
本文编号：4020080
【文章页数】：82 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Abbreviations
1. Introduction
1.1 Research Background
1.2 Research Significance
1.2.1 Academic Significance
1.2.2 Practical Significance
1.3 Structure of the Thesis
2. Literature Review
2.1 Relevant Concepts
2.1.1 Group Cooperative Learning
2.1.2 Emotion
2.2 Theoretical Basis
2.2.1 The Zone of Proximal Development Theory
2.2.2 Maslow’s Hierarchy of Needs Theory
2.2.3 Classroom Instructional Technology Theory
2.3 Researches on the Group Cooperative Learning Abroad and at Home
2.3.1 Researches Abroad
2.3.2 Researches at Home
2.3.3 Limitations of Previous Researches
3. Research Design
3.1 Research Aims
3.2 Research Questions
3.3 Participants
3.4 Research Instruments
3.4.1 Test paper
3.4.2 Questionnaire
3.5 Research Procedures
3.5.1 Pre-test
3.5.2 Pre-questionnaire
3.5.3 Treatments
3.5.4 Post-test
3.5.5 Post-questionnaire
3.5.6 Data Collection and Analysis
4. Results and Discussion
4.1 Results and Discussion of the Students’Academic Achievement
4.1.1 Results of the Students’Academic Achievement
4.1.2 Discussion of Students’Academic Achievement
4.2 Results and Discussion of the Students’ Emotions
4.2.1 Results of the Students’ Emotions
4.2.2 Discussion of the Students’ Emotions
5. Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of this Present Research
5.4 Suggestions for the Future Research
References
AppendixⅠ Test paper
AppendixⅡ Questionnaire
AppendixⅢ A-week Group Competition Form
AppendixⅣ Self-evaluation Form
AppendixⅤ Group-evaluation Form
AppendixⅥ The Study Process Evaluation System
AppendixⅦ The Study Process Evaluation System
作者简介
附件
本文编号：4020080
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