农安县农村初中语文合作学习现状调查与分析

发布时间：2018-01-04 20:00

本文关键词：农安县农村初中语文合作学习现状调查与分析　出处：《延边大学》2016年硕士论文　论文类型：学位论文

【摘要】：合作学习是70年代初兴起于美国,并在70年代中期至80年代中期取得实质性进展的一种教学方式。新课标要求积极培养学生自主-合作-探究学习能力,在现有的合作学习研究中少有涉及农村中学的,由于教育上的城乡差距,现有的研究并不能满足具体农村初中语文课堂的需要、真正起到指导作用,使初中语文教育者真正理解合作学习的要义,如何有效应用合作学习、创新出适合自己课堂情境的个性化的合作学习方法显得极为重要。农安县农村初中语文合作学习自开展以来在教师和学生的努力下,语文合作学习体系逐渐形成,尤其在合作学习中引入了竞争模式,并且除了按成绩等标准划分合作小组之外,还组织了邻近座位小组,即同桌或前后桌的临时小组。农安县农村初中语文合作学习取得了一定的成绩：以小组为单位的课堂表现及课后作业完成情况加入到合作学习的小组考核里,激发了学生参与合作学习的积极性；在与其他同学的合作交流中培养了学生的语文能力。但由于农安县农村初中多数处于偏远地区,信息更新较慢,合作学习的开展中的很多问题得不到及时的解决。因此教师对合作学习了解不够深入,对于自身在合作学习中的角色、地位认识不明,导致在合作学习的应用过程中出现了以下几个方面的问题：一是对合作学习的认识存在误区,部分教师将课堂上的小组讨论等同于合作学习,出现了只在课堂中合作探究、课下很少合作交流的情况；二是合作学习存在形式化现象,教师对合作学习的了解不够导致了部分学生对合作学习认识模糊,缺乏合作学习意识,合作学习成为“好学生”一手掌控的形式活动；三是合作学习结束后缺少评价体系。针对农安县农村初中语文教学中出现的问题,本文提出了如下几点建议：一是创建教师培训交流平台,建立城乡信息网,让教师得到更多的培训学习机会,学校也要积极组织师师之间的交流探讨活动；二是从师生自身角色观念的转变角度提出建议,教师要不断学习,更新自己的知识储备,转变传统的教育理念；学生也要积极配合教师的合作学习教学活动,培养自身的合作技能；三是加强课内外合作学习实践操作,从小组科学合理的分配、教师在学生合作学习过程中的适当指导、对学生参与度的关注以及小组学生间课外联系的保持四个方面提出了具体的实践操作建议。
[Abstract]:Cooperative learning is a kind of teaching method which emerged in the United States at the beginning of 70s and made substantial progress from the middle of 70s to the middle of 80s. There are few rural middle schools involved in the existing cooperative learning research, because of the gap between urban and rural education, the existing research can not meet the needs of the specific rural junior middle school Chinese classroom, and really play a guiding role. So that the junior middle school Chinese educators really understand the meaning of cooperative learning, how to effectively apply cooperative learning. It is very important to innovate the individualized cooperative learning method suitable to their classroom situation. The cooperative learning of Chinese in rural junior middle school in Nong'an County has been carried out under the efforts of teachers and students. Chinese cooperative learning system is gradually formed, especially in the cooperative learning, the introduction of competition model, and in addition to the criteria of performance and other standards divided cooperative groups, but also organized adjacent seating groups. Nong'an County rural junior middle school language cooperative learning achieved certain results: the group as the unit of classroom performance and the completion of after-school homework to join the cooperative learning team assessment. Stimulate the enthusiasm of students to participate in cooperative learning; In cooperation with other students in the exchange of language skills, but because the rural junior high school in Nong'an County, most of the remote areas, the information update is slow. Many problems in the development of cooperative learning can not be solved in time. Therefore, teachers do not have a deep understanding of cooperative learning, and their role in cooperative learning is not clear. As a result, there are several problems in the application of cooperative learning: first, there are some misunderstanding in the cognition of cooperative learning, and some teachers equate the group discussion in class with cooperative learning. Appeared only in the classroom cooperation inquiry, after the class very few cooperation exchange situation; Second, there is a formal phenomenon in cooperative learning. Teachers' insufficient understanding of cooperative learning leads to some students' vague understanding of cooperative learning and lack of cooperative learning awareness. Cooperative learning has become a form of activity controlled by "good students"; The third is the lack of evaluation system after the end of cooperative learning. In view of the problems in rural junior middle school Chinese teaching in Nong'an County, this paper puts forward the following suggestions: first, the establishment of teacher training and exchange platform, the establishment of urban and rural information network. Let teachers get more training and learning opportunities, the school should also actively organize teacher exchanges between the activities; Second, from the point of view of the change of teachers and students' role concept, teachers should constantly study, renew their knowledge reserve, and change the traditional educational concept; Students should also actively cooperate with teachers' cooperative learning and teaching activities and cultivate their own cooperative skills. Third, strengthen the practice of cooperative learning in and out of class, from the group scientific and reasonable distribution, teachers in the process of cooperative learning appropriate guidance. This paper puts forward some practical suggestions on how to pay attention to student participation and how to maintain extracurricular contact among group students.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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