合作学习对高中生英语口语学习的影响研究

发布时间：2018-06-25 10:00

本文选题：合作学习 + 英语口语　；参考：《江西师范大学》2017年硕士论文

【摘要】：自十九世纪八十年代以来,合作学习就被广泛使用于教学之中。它被西方国家认为是最重要、最有用的教学方法之一。但合作学习是否适合中国学生?中国的高中生已经有大概6年的时间学习英语,他们有基本的听、读以及写的能力,但是他们说的能力很薄弱。本研究尝试使用合作学习法来提高高中生的口语水平。本研究旨在探究合作学习能够提高高中生的口语水平。下面是本研究的三个研究问题:1.高中生对合作学习的态度是怎样的?2.控制班和实验班的学生的口语水平是否有显著差异?3.控制班和实验班的学生的英语成绩是否有显著差异?实验在江西省某高中一年级进行,共进行一学期。两个自然班参与了此实验,每班各45名学生。1班是控制班,2班是实验班。教师在控制班使用传统的教学方法,在实验班使用合作学习法教学。为了解决第一个研究问题,在实验最后,实验班的学生完成了关于高中生对合作学习态度的问卷。问卷数据使用SPSS中描述性分析来检验。经分析得出总均值为4.14,数据表明学生对合作学习的态度是积极正面的。为了解决第二个研究问题,本研究在学期末对两个班的学生进行了口语测试来评定学生们的口语水平。本研究使用江西省高考英语口语试题作为本研究的口语测试题。三位资深的老师共同参与测试,并给出口语成绩。口语考试评分标准作为评分的参考以保证评分的有效性。SPSS中独立样本T检验被用与本研究来对比实验班和控制班的平均值。我们把显著值设定为p.01。数据结果显示显著值为0.049,表明实验班和控制班的口语水平没有差异。但该结果处于临界值,表明合作学习有提高高中生口语水平的趋势。为了使本研究更具体,文章展示了两个有关合作教学的课例。为了解决第三个研究问题,我们通过两次考试成绩来检验两个班的英语成绩是否有差异。第一次考试用作前测数据,期末考试成绩被用作后测数据。我们用SPSS20.0中的独立样本T检验对两个班的前后测数据的均值进行对比。我们把显著值设定为p.01。前测数据分析结果的显著值为0.032,表明实验之前两个班的英语成绩没有差异。后测数据结果的显著值为0.000,表明在一个学期的合作学习中表明实验班的学生的学习成绩得到了提高。基于这些发现,本研究得到一些关于合作学习的启示,以更好的发展合作学习,并提高高中生的口语水平。
[Abstract]:Since the 1980 s, cooperative learning has been widely used in teaching. It is regarded as one of the most important and useful teaching methods in western countries. But is cooperative learning suitable for Chinese students? High school students in China have been learning English for about six years. They have basic listening, reading and writing skills, but their ability to speak is very weak. This study attempts to use cooperative learning to improve senior high school students' oral English proficiency. The purpose of this study is to explore how cooperative learning can improve high school students' oral English. Here are three research questions in this study: one. What is the attitude of high school students towards cooperative learning? Whether there is a significant difference in oral proficiency between the control class and the experimental class. Is there a significant difference between the control class and the experimental class? The experiment was carried out in the first grade of a high school in Jiangxi province for one semester. Two natural classes participated in the experiment. Each class has 45 students. Class 1 is the control class. Class 2 is the experimental class. Teachers use the traditional teaching method in the control class and the cooperative learning method in the experimental class. In order to solve the first problem, at the end of the experiment, the students in the experimental class completed a questionnaire about the attitude of high school students towards cooperative learning. The questionnaire data were tested by descriptive analysis in SPSS. The total average value is 4.14, which shows that students' attitude towards cooperative learning is positive. In order to solve the second problem, we conducted oral test to assess the students' oral proficiency at the end of the semester. This study uses the oral English test of Jiangxi college entrance examination as the oral test of this study. Three senior teachers took part in the test and gave their oral scores. The evaluation standard of oral test is used as a reference to ensure the validity of the score. The independent sample T test in SPSS is used to compare the average value of the experimental class and the control class with this study. We set the significant value to p. 01. The results showed that the significant value was 0.049, indicating that there was no difference between the experimental class and the control class. However, the result is critical, indicating that cooperative learning has the tendency to improve the oral ability of senior high school students. In order to make this study more specific, this paper presents two examples of cooperative teaching. To solve the third problem, we tested the differences in English scores between the two classes through two tests. The first test was used as pre-test data, and the final test score was used as post-test data. We use the independent sample T test in SPSS 20.0 to compare the mean values of the data before and after the two classes. We set the significant value to p. 01. The significant value of pre-test data analysis was 0.032, indicating that there was no difference in English scores between the two classes before the experiment. The significant value of the post-test data is 0.000, which indicates that the students in the experimental class have improved their academic performance in a term of cooperative learning. Based on these findings, this study draws some enlightenment on cooperative learning in order to better develop cooperative learning and improve the oral proficiency of senior high school students.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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