小组合作批改作业在高中英语教学中的应用

发布时间：2018-03-14 17:22

本文选题：小组合作　切入点：作业批改　出处：《延安大学》2017年硕士论文　论文类型：学位论文

【摘要】：作业批改作为教学的重要组成部分,延续了课堂教学的教学功能,有利于学生的自我检查和自我反思,对学生的发展同样有重要意义。新课程改革的开展使广大教育工作者和教育研究者逐渐转向对学生自主学习、合作学习、探究学习的关注和研究。在课改的推动下,作业批改方面的研究已不满足于对教师作业批改中批改符号、批改评语的研究。目前,教师全批全改的方式仍然在广大中学普遍使用,而以学生为批改主体的小组合作批改作业的方式与新课改倡导的自主学习、合作学习、探究学习的理念相适应,因此有必要对小组合作批改作业这种方式作进一步的探究。本文以合作学习理论与认知精制理论为基础,比较小组合作批改作业与教师全批全改的作业批改方式对高中生英语成绩和英语学习动机影响的差异,试图了解应用小组合作批改作业的方式对高中生英语学习的效果。本研究的研究对象是咸阳市启迪中学高二年级7班和11班的学生,其中7班采用小组合作批改作业的方式对英语书面作业进行批改;11班是用以往教师全批全改的方式对英语书面作业进行批改。教学实验时间为一学期,对实验过程中的数据使用SPSS 22.0进行分析。实验开始前,向两个班的学生发放学习动机的前测问卷并收集了两个班的学生在高一第二学期期末英语考试中的成绩;教学实验结束后,两个班的学生都参加了高二年级第一学期期末英语测试,并再接受了一次关于学习动机的问卷调查。通过对高中生小组批改作业的研究,本文获得以下研究结论:(1)采用小组合作批改作业的方式比教师全批全改的方式更有效地提高了学生英语学习成绩;小组合作批改作业的班级中不同成绩水平的学生在实验后英语成绩均有了提高,尤其是中高分的学生在小组合作批改作业的实践中受益更大。(2)小组合作批改作业的方式有利于提高学生的英语学习动机,尤其能够提高学生的内部动机、外部动机和学习控制感。由此可以证明小组合作批改作业的方式,可在高中英语教学中有效实施,值得在高中英语教学实践中进行尝试。
[Abstract]:Homework is an important part of teaching, the continuation of the teaching function of classroom teaching, help students self inspection and self reflection, also have important significance to the development of students. To carry out the new curriculum reform so that the educators and education researchers gradually turned to the students' autonomous learning, cooperative learning, inquiry learning and attention study in promoting the curriculum, homework studies are not satisfied with the work of teachers correcting correcting symbols, correcting research comments. At present, the entire batch to change the way teachers are still in common use in the middle school, and learning advocates independent learning, correcting the main cooperative way and Pigaizuoye the new curriculum for students cooperation, inquiry learning concept to adapt, so it is necessary to correct the homework team this way for further inquiry. Based on the theory of cooperative learning With the cognitive developmental theory, group cooperation and teachers correcting homework correcting homework correction affect on English achievement and English learning motivation of high school students, trying to understand the application of group cooperation Pigaizuoye way on high school students' English learning effect. The object of this study is the Enlightenment of Xianyang city middle school grade class 7 and class 11 students, including 7 classes with cooperative ways of correcting homework written English homework; class 11 is on the English writing assignments make corrections in the former teacher correcting way. The teaching experiment for a semester, 22 were analyzed using SPSS on experimental data during experiments. Before the start of the issuance of learning motivation to two classes of students of the questionnaire and collected two classes of students in the high end of the second semester English teaching experiment; end After two classes of students participated in the first semester of grade two English test, and then received a learning motivation questionnaire. Through the study of homework for senior high school students group, this paper obtained the following conclusions: (1) the team homework way than teachers all changed a more effective way to improve the students English learning achievement; the students of different performance team homework after the experiment class English scores have improved, especially in the practice of students homework in the group cooperation benefited more. (2) cooperative way of correcting homework to students English learning motivation, especially to improve the students' internal motivation, external motivation and learning control. It can be proved that the cooperative way of correcting homework, can be effective in English Teaching in Senior Middle School It is worth trying in the practice of English Teaching in high school.

【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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