小组合作学习在农村英语课堂上应用的实证研究

发布时间：2018-10-16 14:22

【摘要】：农村中学,由于师资力量薄弱、有限的软件硬件环境、以及学生家庭教育背景不高,使它有别于城里的中学。并且农村中学的学生文化知识较为薄弱,尤其是在英语学科上。很多学生在初三无法继续学习往往是因为对英语学习的畏惧与无可奈何,可以说农村中学生在英语学习方面正处于艰难之中,现在农村中学现行的英语教学方法已经跟不上时代的需要,农村中学英语课堂上的弊端使得英语教学改革迫在眉睫。鉴于此,彭州教育局号召在农村中学中实行小组合作学习,所以作者所在的北君平初级中学正努力的将这种新的学习方式用于实践教学中。小组合作学习模式符合现在课程改革倡导的学习方式,有利于学生长久的发展,更能帮助农村英语课堂教学效率的提高。但是,在大多数情况下,小组合作学习的有效性在农村中学当中远远没有得到实现。不管是学校、老师还是学生都未能真正理解小组合作学习模式,在实施小组合作学习时,小组合作学习模式流于形式,就“合作而合作”并没有达到其实质性的作用和意义。面对这种新的学习和教学方式,学生和老师们正面临着极大的问题和挑战。因此本文立足于农村英语课堂,就小组合作学习在农村英语课堂上的应用展开调查和实证研究,找出小组合作学习在农村英语课堂开展出现的一些问题以及影响小组合作学习有效开展的因素。此次研究采取了问卷调查、课堂观察和访谈等研究方法,旨在发现小组合作学习在农村英语课堂上应用产生的问题以及影响小组合作学习在农村英语课堂有效开展的因素,并据此提出一些有效的建议和策略。主要研究问题有两个。第一,小组合作学习在农村中学的实施过程中出现了哪些问题?第二,哪些因素影响了小组合作学习在农村中学实施过程中的有效性?是如何影响的?通过本次研究,作者发现以下一些问题:没有明确的评价机制,没有明确的任务分工,虚假的小组活动,活动中频繁的使用汉语,有限的小组合作时间和简单的小组合作任务类型以及极少的优生和由优生支配的小组合作。影响小组活动有效开展的外部因素如教师的角色、分组情况、小组合作话题的选择、小组合作的时间长短以及小组评价机制;内部因素如学生的学能、学生的性格、学生的学习方式以及学生对英语学习的态度和兴趣等。所有的这些问题和因素在小组合作学习的实施过程中都应该予以考虑。了解这些问题和影响因素能够帮助学校和老师们明白农村中学小组合作学习低效率的原因。更重要的是,基于这些问题和因素,可以探索实施小组合作学习的一些策略并给农村中学的老师和学生提出合理化的建议。整个研究的发现有助于让农村中学的老师更加了解小组合作学习在农村中学真实的实施情况从而引起农村中学的重视和深思。最后,研究结果可以帮助农村中学通过合理分组,建立小组合作评价机制,选择丰富的话题内容和任务类型,转变教师角色等方法来提高小组合作学习在农村中学实施的有效性。
[Abstract]:Rural middle schools, because of weak teachers, limited software hardware environment, and students' family education background are not high, so that it is different from the middle schools in the city. Moreover, the students' cultural knowledge in rural middle schools is weak, especially in English subjects. Many students cannot continue to study in the first three years because of the fear and influence of English learning, it can be said that the rural middle school students are in a difficult position in English learning, and now the current English teaching methods in rural middle schools are not keeping pace with the needs of the times. The disadvantages of rural middle school curriculum reform make English teaching reform extremely urgent. In view of this, Pengzhou Education Bureau has called for the implementation of cooperative learning in rural secondary schools, so the author's North Jun Pingyi Middle School is trying to apply this new learning method to practical teaching. The cooperative learning model of the team is in line with the learning mode advocated by the current curriculum reform, which is conducive to the long-term development of the students, and can help improve the teaching efficiency of rural English teaching. However, in most cases, the effectiveness of the Group's collaborative learning is far from being achieved among rural secondary schools. Whether it is a school, a teacher or a student can't really understand the group cooperative learning model, when implementing the team cooperative learning, the group cooperative learning mode is in the form, "Cooperation and cooperation" It does not reach its substantive role and significance. Facing such new learning and teaching methods, students and teachers are facing great problems and challenges. Therefore, this paper bases on the rural compulsory education, investigates and studies the application of cooperative learning in rural areas, and finds out some problems that the group cooperative learning has appeared in the rural area, and the factors that influence the effective implementation of cooperative learning in the group. The study conducted a questionnaire survey, classroom observation and interview and so on. It aims to find out the problems in the application of cooperative learning in rural areas and the factors affecting the effective implementation of cooperative learning in rural areas. Finally, some effective suggestions and strategies are put forward. There are two main research questions. First, what problems have arisen during the implementation of the Rural Middle School? Second, what factors affect the effectiveness of the Group's collaborative learning in the implementation of rural secondary schools? How did it affect? Through this study, the author finds the following questions: there is no clear evaluation mechanism, there is no clear task division, false group activity, frequent use of Chinese in activity, Limited group cooperation time and simple group cooperation task types, as well as the very few excellent students and the group co-operating by the Superior Council. External factors that affect the effectiveness of group activities, such as teacher's role, grouping situation, selection of group cooperation topics, time duration of team cooperation and team evaluation mechanism; internal factors such as student's learning ability, student's personality, Students' learning styles and students' attitude and interest to English learning. All of these issues and factors should be taken into account in the implementation of the Group's collaborative learning. Understanding these issues and factors can help schools and teachers understand the causes of inefficiency in cooperative learning in rural secondary schools. More importantly, on the basis of these issues and factors, some strategies for implementing the Group's collaborative learning can be explored and rationalized recommendations are made to teachers and students in rural secondary schools. The findings of the whole study have helped to make the teachers of rural secondary schools more aware of the actual implementation of cooperative learning in rural secondary schools, thus giving rise to the attention and thought of rural secondary schools. Finally, the research result can help the rural middle school to adopt reasonable grouping, establish group cooperation evaluation mechanism, choose rich topic content and task type, change teacher role and other methods to improve the effectiveness of cooperative learning in rural middle school.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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