初中英语阅读课协同学习的行动研究

发布时间：2018-02-04 06:01

本文关键词： 协同学习英语阅读行动研究　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：阅读是英语教学的重要领域,阅读的好坏是衡量学习者外语水平高低很重要的指标。虽然一线的初中英语教师已经认识到培养学生英语阅读能力的重要性,但是初中英语阅读教学依旧存在着许多问题与不足,从而降低了学生的英语学习兴趣。所以,探索英语阅读课的教法,提高学生的阅读兴趣,是中学英语教学的重要目标之一。按照新课标的要求,教师应鼓励学生通过实践、参与、探究、协作等方式掌握语言知识和技能。本研究就是在此背景下,探究初中英语阅读课教学方法的改进,激发学生的英语学习兴趣,让大部分的学生能体会到阅读的快乐,取得英语阅读能力的实质性提高。本论文共分为五部分,绪论部分简单介绍了选题缘由、研究目的、研究内容和研究意义,我界定了本文中协同学习(Collaborative Learning)的内涵,并比较了“协同学习(Collaborative Learning)”与“合作学习(Cooperative Learning)”的异同。文献综述部分简要阐述了协同学习的理论基础,理论基础包括维果茨基的最近发展区理论、学习共同体理论、社会建构主义的社会协商论等理论,还介绍了国内外协同学习促进学生发展的实证研究及有关英语阅读协同学习研究等。第一章交代了研究问题和研究假设、研究对象和研究方法,简单介绍了研究步骤。第二章探讨如何创设协同学习的环境。学生之间互信、互赖的关系是协同学习的基石,在此基础上,第二节介绍了帮助学生建立互学关系的方法。良好互学关系形成的关键是要建立平等的对话关系,要使课堂的交流具有对话的性质,就要在课堂中建立一种话语规则。第三节从“师生”和“生生”这两个角度阐述了如何在英语阅读课堂建立有效的话语规则,促使学生萌发更好的观点和想法。其中,教师起到了引导、鼓励和串联学生话语的作用,是“退到幕后的英雄”,第四节就教师在学习共同体中扮演的不同角色进行了分析和总结。第三章分为三部分阐述协同学习的任务设计,第一部分指出选择、开发课本内、课本外阅读材料的意义和方法;第二部分在研究各种问题分类方法的基础上,归纳了本论文关于阅读材料的问题类型;第三部分就其中的挑战性问题再做深入研究,定义挑战性问题及剖析挑战性问题的特点。第四章分析了行动研究的结果,主要通过访谈、学业成绩对比等说明协同学习对于提高学生的阅读兴趣,增强学生的英语阅读能力的作用。最后,我反思了研究中的不足,提出有待进一步研究的课题。
[Abstract]:Reading is an important field in English teaching. Reading is an important indicator to measure learners' foreign language proficiency, although the front-line English teachers in junior high school have realized the importance of developing students' reading ability. However, there are still many problems and shortcomings in junior high school English reading teaching, which reduces students' interest in English learning. According to the requirements of the new curriculum, teachers should encourage students to master language knowledge and skills through practice, participation, inquiry and cooperation. To explore the improvement of the teaching method of reading in junior high school, to stimulate the students' interest in English learning, and to make most students feel the joy of reading. This thesis is divided into five parts. The introduction briefly introduces the reason, purpose, content and significance of the research. I have defined the connotation of collaborative learning in this paper. This paper also compares "Cooperative Learning" with "Cooperative Learning Cooperative Learning". In the part of literature review, the theoretical basis of collaborative learning is briefly expounded. The theoretical basis includes Vygotsky's theory of the proximal development zone, the theory of learning community, the theory of social constructivism and the theory of social consultation. It also introduces the empirical research on cooperative learning for students at home and abroad and the research on cooperative learning in English reading. Chapter one gives an account of the research questions and hypotheses, the research objects and the research methods. The second chapter discusses how to create a collaborative learning environment. The relationship between students mutual trust and interdependence is the cornerstone of collaborative learning. The second section introduces the methods to help students to establish mutual learning relationship. The key to forming a good mutual learning relationship is to establish equal dialogue relationship and to make classroom communication have the nature of dialogue. It is necessary to establish a kind of discourse rules in the classroom. The third section expounds how to establish effective discourse rules in English reading class from the perspectives of "teachers and students" and "students". The teacher plays the role of guiding, encouraging and connecting the students' words, and is "the hero who retreats behind the scenes". Section 4th analyzes and summarizes the different roles played by teachers in the learning community. The third chapter is divided into three parts to elaborate the task design of collaborative learning. The first part points out the choice and development of textbooks. The meaning and method of reading material outside the textbook; In the second part, on the basis of studying the classification methods of various kinds of questions, the author summarizes the types of questions about reading materials in this paper. In the third part, we do further research on the challenging problems, define the challenging problems and analyze the characteristics of the challenging problems. Chapter 4th analyzes the results of the action research, mainly through interviews. The comparison of academic achievement shows that cooperative learning plays an important role in improving students' reading interest and enhancing their English reading ability. Finally, I reflect on the shortcomings of the study and propose some topics for further study.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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