合作学习在高中英语教学中的应用
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摘要
长期以来,我国高中英语教学一直是以教师为中心,以高考为调控。学生作为被动的知识接受者,对英语缺乏浓厚的兴趣,经过多年的英语学习,实际运用语言交际的能力仍然很差。《英语课程标准》(实验稿)明确要求:“把英语教学与情感教育有机地结合起来,促使学生互相学习、互相帮助,体验集体荣辱感和成就感,发展合作精神。”“强调课程从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径。”
为此,笔者对当前高中英语教学进行了认真反思,认为在众多的教学方法中,合作学习作为对传统班级授课制的一种补充和突破,十分可行。本文所讨论的正是这样一种有效地教学方式:通过合作学习的方式促进课堂互动,给学生提供更多的机会发展能力,培养合作精神和交流意识,为以后的发展打下良好的基础。合作学习,是指学生在小组或团队中为了完成共同的任务,有明确的责任分工的互助性学习。它是20世纪70年代美国兴起的一种新的教学理论与策略体系,1980年起在世界范围取得实质性进展,1990年起在我国部分地区和学校进行了实验。目前,大量的研究表明,合作学习方式比其他传统的方法更能促进学生的学习兴趣,有利于建立师生和生生之间良好的人际关系,培养健康的心理等等。合作学习方式从人本主义的角度出发,更利于激发学生的学习兴趣,提高学生的学习效率。它已在国外的中小学教学中得到了广泛应用。在我国的大部分地区,尤其是不发达地区普遍面临着教学班级规模大、学生人数多、教学条件差、师资水平参差不齐的诸多问题。部分教师认为采用合作学习方式教学,难以维持纪律,影响考试成绩,因而影响了合作学习方式的广泛应用。所以,对合作学习在大班教学背景下的应用研究是非常有实际意义的,也是非常必要的。
本论文探索了合作学习在普通中学大班教学背景中的应用,其目的是从理论上探讨合作学习在大班教学环境中运用的可能性和必要性,同时也从实践上论证了合作学习方法比传统的教学方法更能提高学生的学业成绩和学习兴趣。本文采用以小型数据为基础的定量研究,作者抽取了所教授的河北省石家庄市第二中学高中二年级两个班的学生参与了自2006年9月至2007年2月为期半年的试验,对学生的学业成绩、以及学生对教学方法的态度做了相应的数据统计,并使用Excel对数据进行了分析。本试验的结论是合作学习能够促进课堂教学中的师生互动和生生互动,适用于并有利于大班环境的英语教学。
本论文分五章,分别为:
第一章,从研究背景,高中英语学习存在的主要问题,研究的目的和基本构成几方面对论文进行综合介绍;
第二章,合作学习的发展历程。其中包括:合作学习的定义、简要历史、理论基础和简单原理;
第三章,合作学习模式在高中英语课堂上的应用。是从以下方面加以论述的:中国大班英语教学的现状,开展合作学习的重要性,合作学习的具体实施;
第四章,实验性研究设计。包括:研究目标,研究对象,研究方法,研究过程及教学案例;
第五章,数据收集及分析。包括研究数据的收集及整理和研究结果的分析及讨论;
第六章,结论。包括:研究的主要发现,对教学的启示,研究的局限性及研究前景。
总之,本文通过对合作学习理论的探讨及其在教学实践中的有效运用,加强了外语教师对学习理论的了解,为搞好教学研究提供了实验数据,并对搞好英语课堂教学设计提供了有效地帮助。
Traditional English teaching is always dominated by a teacher-centered and examination-oriented method. Knowledge of English is transmitted through the instructor who acts as an authority, a knowledge-giver and moral example to students, who are simply silent passive knowledge receiver. Therefore it is natural to see students cannot communicate or read fluently even after having learned English for several years. English Curriculum Standard indicates that English teaching should be linked with affection so as to facilitate students’group study and cooperation. At the same time students’honorability of masses are supposed to come into being and their sense of achievements are implemented as well. Teachers adopt task-based approach to organize specific classroom procedure, aiming at realizing students’mutual cooperation by means of perception, sympathy, practice, participation and so forth, in which the learners value to obtain the pleasure of success.
There is a great need to reflect on the teaching methods of English teaching in senior high schools and make some changes. The author aims to discuss the effective teaching approach to English language teaching in senior middle school. Among various teaching approaches, cooperative learning is comparatively quite practical. Students are prone to facilitate the interaction in senior English class by cooperating in classroom so that they are capable of being provided with more opportunities to enhance competence, cultivate cooperation spirits and communicative sensibility, from which the learners can lay good foundation for their future personal development.
Cooperative learning, a form of collaboration, is“working together to accomplish shared goals”. It stemmed from the U.S. in the 1970s and soon developed further radically in 1980. Since 1990 this teaching approach has been broadly implemented in China. Presently numerous junior and senior high schools have utilized this teaching approach. Nowadays, a lot of empirical researches testify that cooperation can motivate learners to facilitate their learning interest much more efficiently than previous traditional teaching methods and approaches. Simultaneously cooperative learning tasks help to build up human correlation and foster sound and perfect psychological identity among the learners.
Cooperative learning tasks bring about the improvement of learners’achievements and learning efficiency as a result of motivating learners’academic interest in terms of humanist perspective, which is very popular and widely used in foreign primary and high schools. In most areas of China especially in most of the under-developed rural areas, there exist numerous problems in school education: too large classes in size; too poor teaching equipment and unqualified teachers and so on. With time going on, they are becoming worse in some sense. The minority of educators argue that cooperative learning style has been quitted in some areas. Hence it is extremely practical and indispensable for educators to research cooperative learning in a large-sized classroom at the present time.
In this thesis, the author probes into the basic application of cooperative learning in large English classes of high schools, aiming at inquiring into possibility and necessity of application of cooperative learning in English classes from the angle to the theory. Simultaneously, the author testifies that cooperative learning seems to be more efficient in fostering and facilitating learners’achievements and learning interests than traditional teaching methods from practice. The thesis adopts common quantitative research based on small data from the students of two classes in No. 2 Middle School in Shijiazhuang City, Hebei Province that the author is working in now. The author adopts the teacher’s teaching approaches by means of a questionnaire. The conclusion of the experiment is that cooperative learning can promote the interaction in senior English class and is suitable and helpful to large class English teaching and learning.
This thesis includes six chapters:
Chapter I. Introduction
Chapter II. Literature review
Chapter III. Cooperative learning in senior English class
Chapter IV. Research design
Chapter V. Data Collection and Analysis
Chapter VI. Conclusion
To sum up, the thesis highlights the significance of recognition from English teachers’learning academic theory so that it can equip sufficient empirical justification for follow-up teaching research by discussing cooperative learning theory. It also indicates that cooperative learning research provides access to efficient classroom teaching designs in various ways.
为此,笔者对当前高中英语教学进行了认真反思,认为在众多的教学方法中,合作学习作为对传统班级授课制的一种补充和突破,十分可行。本文所讨论的正是这样一种有效地教学方式:通过合作学习的方式促进课堂互动,给学生提供更多的机会发展能力,培养合作精神和交流意识,为以后的发展打下良好的基础。合作学习,是指学生在小组或团队中为了完成共同的任务,有明确的责任分工的互助性学习。它是20世纪70年代美国兴起的一种新的教学理论与策略体系,1980年起在世界范围取得实质性进展,1990年起在我国部分地区和学校进行了实验。目前,大量的研究表明,合作学习方式比其他传统的方法更能促进学生的学习兴趣,有利于建立师生和生生之间良好的人际关系,培养健康的心理等等。合作学习方式从人本主义的角度出发,更利于激发学生的学习兴趣,提高学生的学习效率。它已在国外的中小学教学中得到了广泛应用。在我国的大部分地区,尤其是不发达地区普遍面临着教学班级规模大、学生人数多、教学条件差、师资水平参差不齐的诸多问题。部分教师认为采用合作学习方式教学,难以维持纪律,影响考试成绩,因而影响了合作学习方式的广泛应用。所以,对合作学习在大班教学背景下的应用研究是非常有实际意义的,也是非常必要的。
本论文探索了合作学习在普通中学大班教学背景中的应用,其目的是从理论上探讨合作学习在大班教学环境中运用的可能性和必要性,同时也从实践上论证了合作学习方法比传统的教学方法更能提高学生的学业成绩和学习兴趣。本文采用以小型数据为基础的定量研究,作者抽取了所教授的河北省石家庄市第二中学高中二年级两个班的学生参与了自2006年9月至2007年2月为期半年的试验,对学生的学业成绩、以及学生对教学方法的态度做了相应的数据统计,并使用Excel对数据进行了分析。本试验的结论是合作学习能够促进课堂教学中的师生互动和生生互动,适用于并有利于大班环境的英语教学。
本论文分五章,分别为:
第一章,从研究背景,高中英语学习存在的主要问题,研究的目的和基本构成几方面对论文进行综合介绍;
第二章,合作学习的发展历程。其中包括:合作学习的定义、简要历史、理论基础和简单原理;
第三章,合作学习模式在高中英语课堂上的应用。是从以下方面加以论述的:中国大班英语教学的现状,开展合作学习的重要性,合作学习的具体实施;
第四章,实验性研究设计。包括:研究目标,研究对象,研究方法,研究过程及教学案例;
第五章,数据收集及分析。包括研究数据的收集及整理和研究结果的分析及讨论;
第六章,结论。包括:研究的主要发现,对教学的启示,研究的局限性及研究前景。
总之,本文通过对合作学习理论的探讨及其在教学实践中的有效运用,加强了外语教师对学习理论的了解,为搞好教学研究提供了实验数据,并对搞好英语课堂教学设计提供了有效地帮助。
Traditional English teaching is always dominated by a teacher-centered and examination-oriented method. Knowledge of English is transmitted through the instructor who acts as an authority, a knowledge-giver and moral example to students, who are simply silent passive knowledge receiver. Therefore it is natural to see students cannot communicate or read fluently even after having learned English for several years. English Curriculum Standard indicates that English teaching should be linked with affection so as to facilitate students’group study and cooperation. At the same time students’honorability of masses are supposed to come into being and their sense of achievements are implemented as well. Teachers adopt task-based approach to organize specific classroom procedure, aiming at realizing students’mutual cooperation by means of perception, sympathy, practice, participation and so forth, in which the learners value to obtain the pleasure of success.
There is a great need to reflect on the teaching methods of English teaching in senior high schools and make some changes. The author aims to discuss the effective teaching approach to English language teaching in senior middle school. Among various teaching approaches, cooperative learning is comparatively quite practical. Students are prone to facilitate the interaction in senior English class by cooperating in classroom so that they are capable of being provided with more opportunities to enhance competence, cultivate cooperation spirits and communicative sensibility, from which the learners can lay good foundation for their future personal development.
Cooperative learning, a form of collaboration, is“working together to accomplish shared goals”. It stemmed from the U.S. in the 1970s and soon developed further radically in 1980. Since 1990 this teaching approach has been broadly implemented in China. Presently numerous junior and senior high schools have utilized this teaching approach. Nowadays, a lot of empirical researches testify that cooperation can motivate learners to facilitate their learning interest much more efficiently than previous traditional teaching methods and approaches. Simultaneously cooperative learning tasks help to build up human correlation and foster sound and perfect psychological identity among the learners.
Cooperative learning tasks bring about the improvement of learners’achievements and learning efficiency as a result of motivating learners’academic interest in terms of humanist perspective, which is very popular and widely used in foreign primary and high schools. In most areas of China especially in most of the under-developed rural areas, there exist numerous problems in school education: too large classes in size; too poor teaching equipment and unqualified teachers and so on. With time going on, they are becoming worse in some sense. The minority of educators argue that cooperative learning style has been quitted in some areas. Hence it is extremely practical and indispensable for educators to research cooperative learning in a large-sized classroom at the present time.
In this thesis, the author probes into the basic application of cooperative learning in large English classes of high schools, aiming at inquiring into possibility and necessity of application of cooperative learning in English classes from the angle to the theory. Simultaneously, the author testifies that cooperative learning seems to be more efficient in fostering and facilitating learners’achievements and learning interests than traditional teaching methods from practice. The thesis adopts common quantitative research based on small data from the students of two classes in No. 2 Middle School in Shijiazhuang City, Hebei Province that the author is working in now. The author adopts the teacher’s teaching approaches by means of a questionnaire. The conclusion of the experiment is that cooperative learning can promote the interaction in senior English class and is suitable and helpful to large class English teaching and learning.
This thesis includes six chapters:
Chapter I. Introduction
Chapter II. Literature review
Chapter III. Cooperative learning in senior English class
Chapter IV. Research design
Chapter V. Data Collection and Analysis
Chapter VI. Conclusion
To sum up, the thesis highlights the significance of recognition from English teachers’learning academic theory so that it can equip sufficient empirical justification for follow-up teaching research by discussing cooperative learning theory. It also indicates that cooperative learning research provides access to efficient classroom teaching designs in various ways.
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