比较优势理论在高中生英语合作学习中的应用研究
发布时间：2018-07-18 11:09
【摘要】：近年来,合作学习已经受到了来自世界范围的教育工作者的关注,它的魅力在于能够改变和影响学生的学习方式,除此之外还能给教学的其他方面带来诸多帮助。相较于传统的教学方式,合作学习更加有利于学生在学业、社交、心理素质等方面的发展,不过许多教师没能真正理解这种学习方式的内涵,仍然以“掌握基本知识和基本技能”为课堂教学工作的首要目标,使得这种学习方式成为一种形式主义,没能让学生真正体验到合作学习的乐趣。那么,身为一名高中英语教师,在合作学习过程中要培养学生的什么能力呢?教育部在2003年颁布的《普通高中英语课程标准》中强调,广大英语教师要在英语教学过程中尝试着发散学生的思维,尊重个性,并积极引导学生学会自主学习、合作学习、探究学习的能力。这就要求教师要转变学生被动接受知识的现状,时刻关注学生的需要,以学生为中心,尊重学生的差异性,让学生主动学习并体验学习的乐趣。而经济学领域中的比较优势理论的本质就是要素禀赋存在差异的个体通过合作实现优势互补从而获得共赢。故本研究通过运用经济学中的比较优势理论对传统的合作学习模式进一步优化和设计,从而增强高中生学习英语的动机和学习效率。为了更加准确和清楚的调查运用比较优势理论指导高中生能否增强学生英语学习的动机和学习效率,笔者进行了为期两个多月的实验研究,以山东师范大学附属中学的两个平行班为实验对象,在实验班(即高二十五班)运用比较优势理论指导下的合作学习模式,而控制班(即高二十六班)运用传统的合作学习模式。在研究过程中,为了更深入的了解学生对这种新的合作学习模式的想法和建议,笔者通过调查问卷和访谈的方式获取了更多数据和信息并通过课堂观察了解学生在课堂上的英语学习的情况。通过对收集到的数据进行分析,发现在比较优势理论指导下,合作学习模式能大大增强高中生英语学习的学习动机。因此,运用比较优势理论指导高中生英语合作学习具有积极意义,它是提高学生英语学习自主性、培养英语学习兴趣的重要途径,同时也是增进学生间友情、实现学生间互助互爱的有力武器,既满足了学生求知的欲望和需求,同时也有利于提高学生的人际交往能力和与人沟通能力。不过由于研究时间较短、实验对象样本太小等原因,本研究还存在一定的局限性,希望在以后能继续深入研究和调查。
[Abstract]:In recent years, cooperative learning has been concerned by educators from all over the world. Its charm lies in its ability to change and influence the way students learn, and in addition, it can bring a lot of help to other aspects of teaching. Compared with the traditional teaching methods, cooperative learning is more conducive to the development of students in academic, social, psychological and other aspects, but many teachers can not really understand the connotation of this way of learning. "mastering basic knowledge and basic skills" is still the primary goal of classroom teaching, which makes this learning style a formalism and fails to make students truly experience the fun of cooperative learning. So, as a high school English teacher, in the process of cooperative learning, what is the ability to cultivate students? In 2003, the Ministry of Education emphasized that English teachers should try to spread the students' thinking, respect their individuality, and actively guide students to learn to study independently and in cooperation in the process of English teaching. The ability to explore learning. This requires teachers to change the status quo of students' passive acceptance of knowledge, always pay attention to the needs of students, take students as the center, respect the differences of students, and let students take the initiative to learn and experience the fun of learning. The essence of the theory of comparative advantage in the field of economics is that individuals with different factor endowments complement each other through cooperation to achieve a win-win situation. Therefore, this study further optimizes and designs the traditional cooperative learning model by using the theory of comparative advantage in economics, so as to enhance the motivation and learning efficiency of senior high school students. In order to investigate more accurately and clearly whether high school students can enhance their motivation and efficiency in English learning by applying comparative advantage theory, the author conducted an experimental study for more than two months. Taking the two parallel classes in the secondary school affiliated to Shandong normal University as experimental objects, the cooperative learning model under the guidance of comparative advantage theory is used in the experimental class (that is, Class 25). The control class (that is, class 2. 16) uses the traditional cooperative learning model. In the course of the study, in order to get a better understanding of the students' ideas and suggestions on this new cooperative learning model, The author obtains more data and information through questionnaires and interviews and finds out the situation of students' English learning in class through classroom observation. Through the analysis of the collected data, it is found that under the guidance of comparative advantage theory, cooperative learning model can greatly enhance the learning motivation of senior high school students. Therefore, applying the theory of comparative advantage to guide senior high school students' English cooperative learning is of positive significance. It is an important way to improve students' autonomy and interest in English learning, as well as to enhance friendship among students. The powerful weapon of mutual aid and love among students not only meets the students' desire and need for knowledge, but also helps to improve the students' interpersonal skills and communication ability. However, due to the short research time and too small sample, this study still has some limitations, so we hope to further study and investigate in the future.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2131719
[Abstract]:In recent years, cooperative learning has been concerned by educators from all over the world. Its charm lies in its ability to change and influence the way students learn, and in addition, it can bring a lot of help to other aspects of teaching. Compared with the traditional teaching methods, cooperative learning is more conducive to the development of students in academic, social, psychological and other aspects, but many teachers can not really understand the connotation of this way of learning. "mastering basic knowledge and basic skills" is still the primary goal of classroom teaching, which makes this learning style a formalism and fails to make students truly experience the fun of cooperative learning. So, as a high school English teacher, in the process of cooperative learning, what is the ability to cultivate students? In 2003, the Ministry of Education emphasized that English teachers should try to spread the students' thinking, respect their individuality, and actively guide students to learn to study independently and in cooperation in the process of English teaching. The ability to explore learning. This requires teachers to change the status quo of students' passive acceptance of knowledge, always pay attention to the needs of students, take students as the center, respect the differences of students, and let students take the initiative to learn and experience the fun of learning. The essence of the theory of comparative advantage in the field of economics is that individuals with different factor endowments complement each other through cooperation to achieve a win-win situation. Therefore, this study further optimizes and designs the traditional cooperative learning model by using the theory of comparative advantage in economics, so as to enhance the motivation and learning efficiency of senior high school students. In order to investigate more accurately and clearly whether high school students can enhance their motivation and efficiency in English learning by applying comparative advantage theory, the author conducted an experimental study for more than two months. Taking the two parallel classes in the secondary school affiliated to Shandong normal University as experimental objects, the cooperative learning model under the guidance of comparative advantage theory is used in the experimental class (that is, Class 25). The control class (that is, class 2. 16) uses the traditional cooperative learning model. In the course of the study, in order to get a better understanding of the students' ideas and suggestions on this new cooperative learning model, The author obtains more data and information through questionnaires and interviews and finds out the situation of students' English learning in class through classroom observation. Through the analysis of the collected data, it is found that under the guidance of comparative advantage theory, cooperative learning model can greatly enhance the learning motivation of senior high school students. Therefore, applying the theory of comparative advantage to guide senior high school students' English cooperative learning is of positive significance. It is an important way to improve students' autonomy and interest in English learning, as well as to enhance friendship among students. The powerful weapon of mutual aid and love among students not only meets the students' desire and need for knowledge, but also helps to improve the students' interpersonal skills and communication ability. However, due to the short research time and too small sample, this study still has some limitations, so we hope to further study and investigate in the future.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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