合作学习在高中英语课堂教学中的应用现状调查研究

发布时间：2018-05-30 21:14

本文选题：合作学习 + 英语教学现状　；参考：《延安大学》2016年硕士论文

【摘要】：合作学习作为一种富有创意和实际效用的教学理念、教学方法,自上世纪七十年代在美国兴起以后,逐渐被世界其他许多国家所关注,并纷纷将其应用于教学实践中。合作学习指的是将全体教学对象分成几个学习小组,各教学对象在组内扮演不同的角色,互帮互助、积极互动、扬长补短、团结合作,实现小组共同的学习目标。此教学方式重视同伴间的相互合作,促进教学对象认知能力的发展,一定程度上有效克服了目前教学中所出现的教师讲、学生听,以教师为中心的教学问题。合作学习被引进国内后,加速了国内教育改革的步伐。新一轮课改的颁布,更是倡导在教学中运用合作教学,转变以往教学模式,培养学生的团结合作意识和能力,逐步提高学生的英语综合技能。合作学习应用于高中英语教学已有多年,从理论方面来讲,这种教学方法有利于增强学生的学习兴趣,提高学生的学习成绩,改善师生、同伴间的人际关系,活跃课堂气氛等优点。那么,从实践方面来讲,英语课堂教学实施合作学习这一教学方式,具体的教学现状如何?存在哪些问题与不足?值得深思。因此,本次研究通过问卷调查、课堂观察、访谈等方式从合作学习的兴趣与认识、分组方式、活动成效、活动过程以及评价机制五个维度出发,针对研究问题,详细准确了解合作学习在英语教学中的应用现状和应用方面的不足。通过研究发现,高中英语教学中合作学习的应用现状可体现于以下五个方面:首先,教师和学生都对合作学习很熟悉,也很喜欢这种教学方式和学习方式,但在实施过程中一些教师对合作学习的本质认识存在一些误区。其次,多数教师的教学内容丰富多彩,教学目标明确,能够积极引导学生进行合作探究。但是极少数教师有时不能很好地抓住最佳合作时机以开展教学,并且布置的学习任务过于简单或者过于复杂。再次,虽然每个班级内都有学习小组,但分组方式太过单一,多数都是依据成绩排列进行成员分组。然后,从整个学生学习效果来看,合作学习有利于学生掌握系统的科学文化知识也有利于学生多方面能力的发展。最后,教师评语能够做到以鼓励性的语言为主,具有积极正向功能,增强学生学习的成就感,促使学生继续努力,但评价对象过于偏重学生个体,而忽视了其他成员的付出。综合以上这些教学现状,可以得出教师在实施合作学习的过程中存在分组不合理、评价形式过于单一、教师角色定位不准确、合作学习流于形式、学生参与机会不均等、学习任务难易无度六大不足之处。针对这些不足,研究者提出了相应的完善策略,优化合作学习,改善英语教学现状,进而发展学生自主学习英语的能力,提高英语教学质量。
[Abstract]:As a kind of creative and practical teaching idea, cooperative learning has been paid more and more attention to by many other countries since its rise in the United States in the seventies of last century, and has been applied to teaching practice one after another. Cooperative learning refers to dividing all the teaching objects into several study groups, each teaching object playing different roles in the group, helping each other, actively interacting, making up for each other's weakness, uniting and cooperating, realizing the common learning goal of the group. This teaching method attaches importance to the mutual cooperation among peers and promotes the development of the cognitive ability of the teaching objects. To a certain extent, it effectively overcomes the problems of teacher speaking, students listening and teacher-centered teaching in the present teaching. Cooperative learning was introduced into China, accelerating the pace of domestic education reform. The promulgation of a new round of curriculum reform advocates the use of cooperative teaching in teaching, changes the previous teaching mode, cultivates students' consciousness and ability of unity and cooperation, and gradually improves students' comprehensive English skills. Cooperative learning has been used in English teaching in senior high school for many years. Theoretically speaking, this teaching method is helpful to enhance students' interest in learning, improve their academic performance, and improve the interpersonal relationship between teachers and students and their peers. Active classroom atmosphere and other advantages. So, in practice, what is the actual situation of implementing cooperative learning in English classroom teaching? What are the problems and shortcomings? It is worth pondering. Therefore, through questionnaire survey, classroom observation, interview and so on, this study aims at the research problems from the five dimensions of interest and understanding of cooperative learning, group approach, activity effectiveness, activity process and evaluation mechanism. Understand the current situation and shortcomings of cooperative learning in English teaching. It is found that the application of cooperative learning in high school English teaching can be reflected in the following five aspects: first, both teachers and students are familiar with cooperative learning, and also like this teaching method and learning method very much. However, some teachers have some misunderstandings about the nature of cooperative learning in the process of implementation. Secondly, most teachers have rich and colorful teaching contents, clear teaching objectives, and can actively guide students to cooperate and explore. But very few teachers sometimes fail to grasp the best cooperation opportunity to carry out teaching, and the task is too simple or too complex. Thirdly, although there are study groups in each class, the grouping is too single, most of them are grouped according to their grades. Then, from the point of view of the whole students' learning effect, cooperative learning is beneficial to the students' mastery of systematic scientific and cultural knowledge and to the development of students' abilities in many aspects. Finally, teachers' comments can give priority to encouraging language, have positive function, enhance students' sense of achievement in learning, and urge students to continue to work hard, but the evaluation object is too partial to students' individual, and neglects the efforts of other members. In the process of implementing cooperative learning, we can conclude that teachers' grouping is unreasonable, the form of evaluation is too single, the orientation of teacher's role is not accurate, cooperative learning is a mere form, and students' participation opportunities are not equal. Learning tasks are easy and easy to learn. Aiming at these shortcomings, the researcher puts forward the corresponding perfect strategies, optimizes the cooperative learning, improves the present situation of English teaching, and then develops the students' ability to learn English autonomously and improves the quality of English teaching.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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