卡甘结构法对初中学生课堂参与的影响研究

发布时间：2018-05-15 01:09

本文选题：卡甘结构法 + 课堂参与　；参考：《山西师范大学》2017年硕士论文

【摘要】：合作学习是国内外教学领域普遍关注的热点问题。其中,合作学习课堂中的学生参与倍受研究者的重视。学生课堂参与不仅会影响教师的教学效力,而且还影响学生的学习效果。积极主动的课堂参与是广大教师所热切追求的。但是,现阶段的学生参与状况却差强人意,存在诸如参与度不均、被动参与等诸多问题。本文以七年级学生为被试,采取准实验设计中的不等控制组前后测设计,进行了15周的教学实验,以此探讨卡甘结构法对初中生课堂参与的影响。利用研究者修订的《合作学习课堂中学生参与量表》测查学生的课堂参与情况。为了进一步探究卡甘结构法对学生课堂参与意愿的影响,研究者在教学实验过程中运用访谈法和课堂观察法收集数据并进行分析。本研究的主要结论如下:一、卡甘结构法对提高学生的课堂参与度有显著影响。在卡甘结构法的课堂中,学生的参与度和参与意愿显著高于其在常规合作学习法的课堂中的表现,尤其是在学生的行为参与和认知参与方面。二、卡甘结构法能有效地提高学生的课堂参与意愿。在卡甘结构法的课堂中,学生有更多的参与机会,有更强的学习动机,参与过程更加愉快,学生主动参与课堂讨论的水平更高。三、卡甘结构法对不同层次学生的课堂参与影响不同。在卡甘结构法的课堂中,学困生课堂参与以及课堂参与意愿的提升显著,相对而言,学优生和中等生提升程度都不大。四、卡甘结构法可以显著地提高学困生的课堂参与度。实验班学困生的课堂参与度在实验前后存在显著差异,实验后其行为参与、认知参与、情感参与都明显高于实验前。五、卡甘结构法能明显提高学困生的课堂参与意愿。实验后大多数学困生都变被动参与为主动参与,影响学困生课堂参与意愿的主要因素是安全舒心的教学环境、学困生的自我效能感,教师对学困生的重视。
[Abstract]:Cooperative learning is a hot issue in the field of teaching at home and abroad. Among them, the participation of students in cooperative learning classroom is paid more attention by researchers. The participation of students in class will not only affect the teaching effectiveness of teachers, but also affect the learning effect of students. Active classroom participation is the hot pursuit of teachers. However, the current situation of student participation is unsatisfactory, such as uneven participation, passive participation and many other problems. Taking the seventh grade students as the subjects, this paper takes the pre-and post-test design of the unequal control group in the quasi-experimental design, and carries out a 15-week teaching experiment to explore the effect of the Kagan structure method on the classroom participation of junior high school students. Students' participation in cooperative learning classroom was investigated by using the scale of students' participation in Cooperative Learning Class revised by researchers. In order to further explore the effect of Kagan structure method on students' willingness to participate in class, the researcher collected and analyzed the data by interview and classroom observation in the process of teaching experiment. The main conclusions of this study are as follows: 1. In the class of Kagan structure method, students' participation and willingness to participate are significantly higher than their performance in the classroom of conventional cooperative learning, especially in the aspects of students' behavioral participation and cognitive participation. Secondly, Kagan structure method can effectively improve students' willingness to participate in class. In the class of Kagan structure method, students have more opportunities to participate, have stronger learning motivation, participate in more pleasant process, and the level of students' active participation in classroom discussion is higher. Thirdly, the Kagan structure method has different influence on the class participation of students at different levels. In the Kagan structure method, the students with learning difficulties in the classroom participation and classroom participation willingness to improve significantly, relatively speaking, the degree of promotion of students with learning and secondary students are not significant. Fourth, Kagan structure method can significantly improve the participation of students with learning difficulties. There are significant differences in the participation of students with learning difficulties in the experimental class before and after the experiment. After the experiment their behavioral participation cognitive participation and emotional participation are significantly higher than those before the experiment. Fifth, Kagan structure method can obviously improve the students' willingness to participate in class. After the experiment, most of the students with learning difficulties change from passive participation to active participation. The main factors influencing the students' willingness to participate in the classroom are the safe and comfortable teaching environment, the self-efficacy of the students with learning difficulties, and the importance teachers attach to the students with learning difficulties.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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