Jigsaw在大学大班英语教学中的应用研究
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摘要
高校扩招给大学英语的教学带来了新的挑战,使得大学英语课每班由过去的20多人变成40-80人的大班。大班人数多,课堂控制难度大,许多非常适合于小班的课堂活动在大班中也失去了其有效性,师生互动和生生互动也由于课堂时间的有限和人数的众多而大大减少。因此,如何改进目前的大学英语教学方法,提高学生的实际运用语言的能力,是我们外语教学的当务之急。
本文从大学大班英语教学的现状和存在的问题入手,从大班英语教学方法以及教师、学生对大班英语教学的态度来分析大班教学的实质,得出解决问题的症结在于增强班级活力和互动性,加强大班教学的合作学习。笔者通过实践认为jigsaw这种合作学习理论及其方法符合英语语言学习的要求和特点,应该是解决大班英语教学的出路之一。
同时,笔者进行了一次准实验研究。历时15个星期,85名受试者来自山东交通学院非英语专业2006级两个班的本科生,实验研究中对于学生的阅读和口语方面的训练使用了最新采用的新教材《新视野大学英语》;目的在于验证jigsaw这种合作学习方法在英语大班的有效可行性并试图总结出一套在大班中可行的英语课堂教学及管理方法。实验前测试表明实验班和对照班在语言综合发展水平无明显差异。在实验过程中各种变量得到了较好地控制。实验组在英语课堂上主要运用jigsaw这种合作学习方法,实验数据运用t检验加以分析。通过运用测试、问卷调查等方式得到的数据资料进行分析,结果显示:实验班的阅读和口语成绩和水平有了明显的提高。
第一章:首先回顾了我国大学英语教学的现状,阐述存在的问题和弊端;论述了合作学习兴起(产生)背景和在国内外研究情况,包括合作学习的定义、类型、方法以及它的理论基础及相关的语言教学理论;论述本研究的目的和意义,主要探讨jigsaw合作学习方法在大学大班英语教学中运用这一创新点。
第二章:详细阐释jigsaw的内容、形成历史以及jigsaw在语言教学中的实施窍门,通过jigsaw班级教学和传统班级教学的不同,根据jigsaw这种合作学习方法在实际语言教学的表现,笔者认为大学大班英语教学需要jigsaw这种合作学习方法。
第三章:以jigsaw在大学大班英语教学的运用为研究问题,以山东交通学院非英语专业2006级金融065和金融064两个班为研究对象,并对研究步骤进行了细化,根据教师和学生在班级教学中所扮演的角色,做好课前准备、课堂管理;通过运用测试、问卷调查等方式对实验班和对照班的学生进行了为期15周的试验研究。
第四章:经过对调查结果、测试和学生成绩单的数据结果进行分析。结果显示:实验组的阅读和口语成绩和水平有了明显的提高。
第五章:根据实验的结论,笔者将jigsaw在大学大班英语教学中的运用所遇到的障碍、收获以及意义进行了论述,对于jigsaw这种合作学习理论在大学大班英语教学中的后续研究以及应用前景进行阐述,对于进一步探讨合作学习在大学英语教学的运用具有指导意义。
More admission of students into colleges challenges college English teaching to a great extent. The number of one class changes into 40-80 from 20 or so before. Such a number makes the class managing more difficult in that many class activities appropriate for small classes are not feasible for large classes and the mutual activities between teachers and students or among students decrease due to limitations of time and student's number. Therefore, at present the first thing to do is to improve the English teaching approaches and the students' practical ability of English.
This essay begins with the present situation of college English teaching and problems concerning it, analyses the essence of college English teaching within large classes through its approaches and teachers' and students' attitudes to it, and concludes that the key lies in strengthening class's mutual activities by applying cooperative learning. The writer argues that the cooperative learning theory and approach: Jigsaw meets the requirements and features of English learning and is one of the solutions of tackling with English teaching within large classes.
Meanwhile the writer conducts an almost experiment lasting for 15 weeks. The experiment studies 85 four-year non-English major college students (2006) from Shandong Jiao tong University. These students use the newly-adopted textbook {New Horizon College English)) and corresponding ((listening and speaking textbook)). The aim of the experiment is to test and prove feasibility of the cooperative learning method: Jigsaw within large classes and to summarize a set of English teaching and managing methods for large classes. The test before experiment shows that there is no obvious difference in comprehensive language ability between experimenting and comtrasting classes. All kinds of variability have been controlled well during the test. The experimenting class mainly applies the cooperative learning method: Jigsaw. The statistics derived from the experiment are analyzed by T test, which shows that the experimenting class's reading and speaking ability is improved obviously.
Chapter 1: Making a review over our country's college English teaching at present, state some problems and defects, and introduce the background of the rise of cooperative learning and research of cooperative learning both domestic and abroad including the definition of cooperative learning, the type, approach and theoretic basis of it, plus involved language teaching theory; state the purpose and consequence of this research and mainly focus on the application of jigsaw cooperative learning method into college English teaching in large classes. Chapter 2: Elaborating on the content of jigsaw, its history and keys of its application into language teaching. Through comparing traditional language teaching and language teaching by jigsaw and according to the result of application of jigsaw into language teaching practice, I think jigsaw language teaching approach is feasible for college English teaching in large classes. Chapter 3: Focusing on the application of jigsaw into college English teaching in large classes, study the English teaching of non-English major classes: Finance 065and 064(both in Shandong Jiao tong University).The procedure of the research is delicately planned and lasted for 15 weeks during which we made an all-sides comparison between jigsaw class and non-jigsaw class through testing, questionnaire, personal interview and many ways kinds of that.
Chapter 4: Analyzing the feedback of questionnaire and statistics of result of testing, we find that there is a noticeable progress in reading, writing and speaking ability for jigsaw class.
Chapter5: I state the difficulties, achievement and importance of application of jigsaw into college English teaching in large classes, especially elaborating on the future research and prospect of application of jigsaw into college English teaching in large classes. I hope my work will be helpful in research into application of Cooperative Learning into college English teaching.
本文从大学大班英语教学的现状和存在的问题入手,从大班英语教学方法以及教师、学生对大班英语教学的态度来分析大班教学的实质,得出解决问题的症结在于增强班级活力和互动性,加强大班教学的合作学习。笔者通过实践认为jigsaw这种合作学习理论及其方法符合英语语言学习的要求和特点,应该是解决大班英语教学的出路之一。
同时,笔者进行了一次准实验研究。历时15个星期,85名受试者来自山东交通学院非英语专业2006级两个班的本科生,实验研究中对于学生的阅读和口语方面的训练使用了最新采用的新教材《新视野大学英语》;目的在于验证jigsaw这种合作学习方法在英语大班的有效可行性并试图总结出一套在大班中可行的英语课堂教学及管理方法。实验前测试表明实验班和对照班在语言综合发展水平无明显差异。在实验过程中各种变量得到了较好地控制。实验组在英语课堂上主要运用jigsaw这种合作学习方法,实验数据运用t检验加以分析。通过运用测试、问卷调查等方式得到的数据资料进行分析,结果显示:实验班的阅读和口语成绩和水平有了明显的提高。
第一章:首先回顾了我国大学英语教学的现状,阐述存在的问题和弊端;论述了合作学习兴起(产生)背景和在国内外研究情况,包括合作学习的定义、类型、方法以及它的理论基础及相关的语言教学理论;论述本研究的目的和意义,主要探讨jigsaw合作学习方法在大学大班英语教学中运用这一创新点。
第二章:详细阐释jigsaw的内容、形成历史以及jigsaw在语言教学中的实施窍门,通过jigsaw班级教学和传统班级教学的不同,根据jigsaw这种合作学习方法在实际语言教学的表现,笔者认为大学大班英语教学需要jigsaw这种合作学习方法。
第三章:以jigsaw在大学大班英语教学的运用为研究问题,以山东交通学院非英语专业2006级金融065和金融064两个班为研究对象,并对研究步骤进行了细化,根据教师和学生在班级教学中所扮演的角色,做好课前准备、课堂管理;通过运用测试、问卷调查等方式对实验班和对照班的学生进行了为期15周的试验研究。
第四章:经过对调查结果、测试和学生成绩单的数据结果进行分析。结果显示:实验组的阅读和口语成绩和水平有了明显的提高。
第五章:根据实验的结论,笔者将jigsaw在大学大班英语教学中的运用所遇到的障碍、收获以及意义进行了论述,对于jigsaw这种合作学习理论在大学大班英语教学中的后续研究以及应用前景进行阐述,对于进一步探讨合作学习在大学英语教学的运用具有指导意义。
More admission of students into colleges challenges college English teaching to a great extent. The number of one class changes into 40-80 from 20 or so before. Such a number makes the class managing more difficult in that many class activities appropriate for small classes are not feasible for large classes and the mutual activities between teachers and students or among students decrease due to limitations of time and student's number. Therefore, at present the first thing to do is to improve the English teaching approaches and the students' practical ability of English.
This essay begins with the present situation of college English teaching and problems concerning it, analyses the essence of college English teaching within large classes through its approaches and teachers' and students' attitudes to it, and concludes that the key lies in strengthening class's mutual activities by applying cooperative learning. The writer argues that the cooperative learning theory and approach: Jigsaw meets the requirements and features of English learning and is one of the solutions of tackling with English teaching within large classes.
Meanwhile the writer conducts an almost experiment lasting for 15 weeks. The experiment studies 85 four-year non-English major college students (2006) from Shandong Jiao tong University. These students use the newly-adopted textbook {New Horizon College English)) and corresponding ((listening and speaking textbook)). The aim of the experiment is to test and prove feasibility of the cooperative learning method: Jigsaw within large classes and to summarize a set of English teaching and managing methods for large classes. The test before experiment shows that there is no obvious difference in comprehensive language ability between experimenting and comtrasting classes. All kinds of variability have been controlled well during the test. The experimenting class mainly applies the cooperative learning method: Jigsaw. The statistics derived from the experiment are analyzed by T test, which shows that the experimenting class's reading and speaking ability is improved obviously.
Chapter 1: Making a review over our country's college English teaching at present, state some problems and defects, and introduce the background of the rise of cooperative learning and research of cooperative learning both domestic and abroad including the definition of cooperative learning, the type, approach and theoretic basis of it, plus involved language teaching theory; state the purpose and consequence of this research and mainly focus on the application of jigsaw cooperative learning method into college English teaching in large classes. Chapter 2: Elaborating on the content of jigsaw, its history and keys of its application into language teaching. Through comparing traditional language teaching and language teaching by jigsaw and according to the result of application of jigsaw into language teaching practice, I think jigsaw language teaching approach is feasible for college English teaching in large classes. Chapter 3: Focusing on the application of jigsaw into college English teaching in large classes, study the English teaching of non-English major classes: Finance 065and 064(both in Shandong Jiao tong University).The procedure of the research is delicately planned and lasted for 15 weeks during which we made an all-sides comparison between jigsaw class and non-jigsaw class through testing, questionnaire, personal interview and many ways kinds of that.
Chapter 4: Analyzing the feedback of questionnaire and statistics of result of testing, we find that there is a noticeable progress in reading, writing and speaking ability for jigsaw class.
Chapter5: I state the difficulties, achievement and importance of application of jigsaw into college English teaching in large classes, especially elaborating on the future research and prospect of application of jigsaw into college English teaching in large classes. I hope my work will be helpful in research into application of Cooperative Learning into college English teaching.
引文
[1] 以文化促进英语语言教学 [J] 山东交通学院教育研究项目 2006,P.1-2.
[2] 王坦:《合作学习评论》,《山东教育科研》,1997 年第 3 期.
[3] 王坦著:合作教学导论 [M] 山东教育出版社 2007,4, P.42-54.
[4] [美]罗伯特·斯莱文著.姚梅林等译.教育心理学—理论与实践[M].北京:人民邮电出版社,2004,9,P191.
[5] 杜威著:王承绪译.民主主义与教育[M].北京:人民教育出版社,1990.P306. 朱力等著.社会学原理[M].北京:社会科学文献出版社,2003,9,P31.
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[7] Johnson D. W. Johnson R. T. Holubec E J. Circles of Learning: Cooperative in the Classroom. MN: Interaction Book Company, 1993.2: 5,41-64,17,21
[8] Vygotsky ,L.S (1978).Mind in Society .P.86.
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[15]新视野大学英语《读写教程》 外语教学与研究出版社 2003.6 P.105-120.
[16] Aronson , E.,Blaney , N.,Stephan,C.,Sikes,J.,and Snapp , M. The Jigsaw Classroom[M],Beverly Hills, CA: Sage Publications , Inc ,1978.
[17]同上,P183.
[18]斯莱文 R E 著:合作学习的研究:国际展望, 王坦译, 山东教育科研,1994
[19]Slavin,R.E(1990).cooperative learning :Theory, research, and practice, P. 156.
[20]同上
[1] 王坦著:合作学习——原理与策略[M].北京:学苑出版社.2001,10.
[2] 王坦著:合作学习理念与实施[M] 中国人事出版社 2002,7.
[3] 王坦著:合作教学导论 [M] 山东教育出版社 2007,4.
[4] 杜威著:王承绪译.民主主义与教育[M]。北京:人民教育出版社,1990.
[5] [美]George M.Jacobs&Michael A.Power&Loh Wan Inn 著,杨宁,卢杨译.合作学习的教师指南[M].北京:中国轻工业出版社,2005,1,P3.
[6] 吴仁英:合作学习中的生生互动研究.05 年硕士学位论文.P17
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[19] 桂诗春等: 语言学研究方法 外语教学和研究 [J] 1997b.第三期
[20] 以文化促进英语语言教学 [J] 山东交通学院教育研究项目 2006,P.1-2.
[21] 丁邦平: 建构主义与面向21 世纪的科学教育改革[J ].比较教育, 2001, P.8
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[2] 王坦:《合作学习评论》,《山东教育科研》,1997 年第 3 期.
[3] 王坦著:合作教学导论 [M] 山东教育出版社 2007,4, P.42-54.
[4] [美]罗伯特·斯莱文著.姚梅林等译.教育心理学—理论与实践[M].北京:人民邮电出版社,2004,9,P191.
[5] 杜威著:王承绪译.民主主义与教育[M].北京:人民教育出版社,1990.P306. 朱力等著.社会学原理[M].北京:社会科学文献出版社,2003,9,P31.
[6] 丁邦平: 建构主义与面向21 世纪的科学教育改革[J ].比较教育, 2001, P.8.
[7] Johnson D. W. Johnson R. T. Holubec E J. Circles of Learning: Cooperative in the Classroom. MN: Interaction Book Company, 1993.2: 5,41-64,17,21
[8] Vygotsky ,L.S (1978).Mind in Society .P.86.
[9] 王坦著: 合作学习:原理与策略[M]. 北京:学苑出版社, 2001,10
[10]王坦著: 合作学习理念与实施[M] 中国人事出版社 2002,7, P26-27.
[11]王坦著: 合作教学导论 [M] 山东教育出版社 2007,4, P.39-40.
[12]桂诗春等: 语言学方法论[M] 北京:外语教学和研究出版社 1997,P.100
[13]桂诗春等: 语言学研究方法 外语教学和研究 [J] 1997b.第三期
[14] Stevens R J, Slavin R E, Farnish A M. The Effects of Cooperative Learning and Direct Instruction in Reading Comprehension Strategies on Main Idea Identification. Journal of Educational Psychology, 1991, 83(1):4-5
[15]新视野大学英语《读写教程》 外语教学与研究出版社 2003.6 P.105-120.
[16] Aronson , E.,Blaney , N.,Stephan,C.,Sikes,J.,and Snapp , M. The Jigsaw Classroom[M],Beverly Hills, CA: Sage Publications , Inc ,1978.
[17]同上,P183.
[18]斯莱文 R E 著:合作学习的研究:国际展望, 王坦译, 山东教育科研,1994
[19]Slavin,R.E(1990).cooperative learning :Theory, research, and practice, P. 156.
[20]同上
[1] 王坦著:合作学习——原理与策略[M].北京:学苑出版社.2001,10.
[2] 王坦著:合作学习理念与实施[M] 中国人事出版社 2002,7.
[3] 王坦著:合作教学导论 [M] 山东教育出版社 2007,4.
[4] 杜威著:王承绪译.民主主义与教育[M]。北京:人民教育出版社,1990.
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