一项基于任务和小组的合作学习实验研究
|
摘要
实践中,课堂授课是提高英语水平的公认途径。多年来教育学家和一线教师一直致力于寻找最为有效的教学方法。合作学习概念自20世纪70年代在美国问世便引起了西方各国教育界广泛的关注,众多的教育工作者纷纷在理论和实践层面展开了深入地研究并取得了较显著的成果。合作学习的恰当运用可以满足掌握基础知识,完善认知结构,培养创新能力,优化思维品质的教学要求。近年来这一概念也成为我国学校教育改革中的重要话题。
基于前人的研究成果,本论文研究旨在考察合作学习在大学英语课堂授课中的运用,着重突出教学实施中的“任务”、“小组”、以及“合作”三元素。研究对象是北京邮电大学2008级的247名学生。两个实验班分别来自信息与通信工程学院和自动化学院,两个对照班分别来自信息与通信工程学院和经管学院。实验班在合作学习理论的指导下实施教学,对照班则采用传统的以老师讲授为主的教学模式。除教学方法不同和学生的个体差异,所有班级处于相同的教学环境并将在第四学期参加大学英语四级考试。
通过水平测试、问卷调查及访谈,经最后的统计分析研究者发现基于任务的小组合作学习对学习者的英语成绩和英语学习态度有显著性的积极效果。尽管如此,实验的实施过程还是遇到了问题,仍需进一步的研究。研究者希望通过本研究的实际操作为教师在教学实践中的教学组织模式提供参考意见。
Through formal classroom instruction to promote language teaching and learning is still the most recognized way in practice. Researchers and teachers have attempted to find the most effective teaching methods. Cooperative learning sprang up in America in the early 1970s and received attentions from educators in the west. Many scholars carried out in-depth researches and obtained remarkable achievements at both the theoretical and practical levels. The appropriate application of cooperative learning theory will contribute to the command of the basic knowledge, the perfection of the cognitive structure, the cultivation of the creative ability and the optimization of thinking quality in the process of teaching. In recent years this theory is also a popular topic in the education reform in our country.
Based on the former researches, the present research aims at studying the application of cooperative learning theory in college English classroom instruction, with the emphasis on three elements of "task", "group", and "cooperation". The subjects are 247 students in grade 2008 from Beijing University of Posts and Telecommunications. The two experimental classes are from the School of Information and Communication and School of Automation, and the two control classes are from the School of Information and Communication and School of Economics and Management. The experimental classes are assigned to use cooperative learning approach in their learning process, while the control classes stick to the traditional approach. Except for the difference in their teaching approaches, all the classes were under the similar learning circumstances, and they were supposed to take part in the College English Achievement Test Band 4 at the end of the fourth semester.
According to the analysis of the data collected from the proficiency tests, questionnaires, and interviews, the author finds that task-based cooperative learning in groups does have positive effects on learners' academic achievements and attitudes toward learning. However, in the implementation of the experiment, the author encountered some difficulties that call for further researches. It is hoped that the present study could be reference for teachers who are interested in the application of cooperative learning theory in their classroom organization.
基于前人的研究成果,本论文研究旨在考察合作学习在大学英语课堂授课中的运用,着重突出教学实施中的“任务”、“小组”、以及“合作”三元素。研究对象是北京邮电大学2008级的247名学生。两个实验班分别来自信息与通信工程学院和自动化学院,两个对照班分别来自信息与通信工程学院和经管学院。实验班在合作学习理论的指导下实施教学,对照班则采用传统的以老师讲授为主的教学模式。除教学方法不同和学生的个体差异,所有班级处于相同的教学环境并将在第四学期参加大学英语四级考试。
通过水平测试、问卷调查及访谈,经最后的统计分析研究者发现基于任务的小组合作学习对学习者的英语成绩和英语学习态度有显著性的积极效果。尽管如此,实验的实施过程还是遇到了问题,仍需进一步的研究。研究者希望通过本研究的实际操作为教师在教学实践中的教学组织模式提供参考意见。
Through formal classroom instruction to promote language teaching and learning is still the most recognized way in practice. Researchers and teachers have attempted to find the most effective teaching methods. Cooperative learning sprang up in America in the early 1970s and received attentions from educators in the west. Many scholars carried out in-depth researches and obtained remarkable achievements at both the theoretical and practical levels. The appropriate application of cooperative learning theory will contribute to the command of the basic knowledge, the perfection of the cognitive structure, the cultivation of the creative ability and the optimization of thinking quality in the process of teaching. In recent years this theory is also a popular topic in the education reform in our country.
Based on the former researches, the present research aims at studying the application of cooperative learning theory in college English classroom instruction, with the emphasis on three elements of "task", "group", and "cooperation". The subjects are 247 students in grade 2008 from Beijing University of Posts and Telecommunications. The two experimental classes are from the School of Information and Communication and School of Automation, and the two control classes are from the School of Information and Communication and School of Economics and Management. The experimental classes are assigned to use cooperative learning approach in their learning process, while the control classes stick to the traditional approach. Except for the difference in their teaching approaches, all the classes were under the similar learning circumstances, and they were supposed to take part in the College English Achievement Test Band 4 at the end of the fourth semester.
According to the analysis of the data collected from the proficiency tests, questionnaires, and interviews, the author finds that task-based cooperative learning in groups does have positive effects on learners' academic achievements and attitudes toward learning. However, in the implementation of the experiment, the author encountered some difficulties that call for further researches. It is hoped that the present study could be reference for teachers who are interested in the application of cooperative learning theory in their classroom organization.
引文
Anita Wenden. (1998). Learner Strategies for Learner Autonomy [M]. New York: Prentice Hall.
Arnold, J. (2000). Affect in Language Learning [M]. Beijing:Foreign Language Teaching and Research Press.
Benson, P. (2005). Teaching and Researching Autonomy in Language Learning [M].北京：外语教学与研究出版社.
Blake, R. (2000). Computer mediated communication:A window on L2 Spanish interlanguage [J]. Language Learning and Technology,4(1):120-136.
Bone, A. (1999). Ensuring Successful Assessment [M]. Great Britain:National Centre for Legal Education, University of Warwick.
Cohen, A. D. (2000). Strategies in Learning and Using a Second Language [M].北京：外语教学与研究出版社.
Crandall, J.A. (1999). Cooperative language learning and affective factors. In J. Arnold (Ed.) Affective Factors in Language Learning [M],226-245. Cambridge: Cambridge University Press.
Cuseo J. (1992). Cooperative Learning vs Small Group Discussions and Group Projects:the critical Difference [J]. Cooperative Learning and College Teaching, 2(3):5-10.
David Nunan (Ed.). (1992). Collaborative Language Learning and Teaching [M]. Cambridge:Cambridge University Press.
Dansereau, D.F. (1988). Cooperative Learning Strategies. In C.E. Weinstein, E.T. Goetz and P.A. Alexander (Ed.), Learning and Study Strategies:Issues in Assessment, Instruction, and Evaluation [M],103-120. Orlando, FL:Academic Press.
Dornyei, Z. (1997). Psychological Processes in Cooperative Language Learning: Group Dynamics and Motivation [J]. The Modern Language Journal,81(4).
Ellis, R. (1985). Understand Second Language Acquisition [M]. Oxford:Oxford University Press.
Gardner, H. (1983/1993). Frames of Mind:The theory of multiple intelligences [M]. NY:Basic Books.
Jack C. Richards, Therdore S. Rodgers. (2000). Approaches and Methods in Language Teaching [M]. Beijing:Foreign Language Teaching and Research Press.
Jacob, G.& Hall, S. (1994). Implementing Cooperative Learning [J]. English Teaching Forum,2-5.
Jacobs, G. (1997). Four or more eyes are better than two:using cooperative learning to maximize the success of group activities in reading. Paper presented at the "Singapore Symposium on Reading for Success". Singapore, SEAMEO Regional Language Centre.
Jacobs, G. M., Power, M.A.,& Loh, W.I. (2002). The teacher's sourcebook for cooperative learning:Practical techniques, basic principles, and frequently asked questions [M]. Thousand Oaks, CA:Corwin Press.
John, D.W.,& Johnson, R.T. (1989). Cooperation and competition:Theory and research [M]. Ednia, MN:Interaction Book Co.
Johnson, D.W. and R.T. Johnson (1991). Learning Together and Alone:Cooperative, Competitive, and Individualistic learning (Third Edition) [M]. Englewood Cliffs, New Jersey:Prentice-Hall.
Johnson, D.W.,& Johnson, R.T. (1994). Learning together and alone:Cooperative, competitive, and individualistic learning (4th Ed.)[M]. Boston:Allyn & Bacon.
Johnson, D.W., Johnson, R.T. and Holubec, E.J. (1994).Cooperative Learning in the Classroom, The Nuts and Bolts of Cooperative Learning [M]. Interaction Book Company.
Johnson, K.E. (1995). Understand Communication in Second Language Classrooms [M]. Cambridge:Cambridge University Press.
Johnson, D.W.& Johnson, R.T. (1998). Active learning:Cooperation in the college classroom [M]. Edina, MN:Interaction Book Company.
Johnson, D.W.& Johnson, R.T. (1998). Cooperative learning and social interdependence theory. In R.S. Tindale et al. (Ed.), Theory and Research on Small Groups [M],9-35. New York, Plenum Press.
Johnson, D. W.& Johnson, R. T. (1999). Learning together and alone:Cooperative, competitive, and individualistic learning (5th ed.) [M]. Needham Heights, MA: Allyn and Bacon.
Kagan, S. (1994). Cooperative Learning [M]. CA:Kagan Publishing.
Kagan, S. (1995). We Can Talk:Cooperative Learning in the Elementary ESL Classroom [J]. Elementary Education Newsletter,17(2).
Karen Littleton, Dorothy Miell, and Dorothy Faulkner (Ed.). (2004). Learning to collaborate, collaborating to learn [M]. NY:Nova Science Publishers, Inc.
Krashen, S. (1985). The Input Hypothesis [M]. London:Longman.
Krashen, S. (1991). Fundamentals of Language Education [M]. Torrance, CA: Laredo.
Krashen, S. (1997). Foreign Language Education:The Easy Way [M]. California: Language Education Associates.
Larry K. Michaelsen, Arletta Bauman Knight, and L. Dee Fink. (Ed). (2002). Team-based learning:a transformative use of small groups [M]. Praeger Publishers,88 Post Road West, Westport, CT.
Lightbrown, P.M. and Spanda, N. (1999). How Languages are learned [M]. Oxford: Oxford University Press.
Locastro, V. (2001). Teaching English to large classes [J]. TESOL Quarterly,35(3): 493-495.
Long, M.H. (1980). Inside the'Black Box':Methodological Issues in Classroom Research on Language Learning [J]. Language Learning,3.
Lynch, B.K. (2001). Language Program Evaluation:Theory and practice [M].上海：上海外语教育出版社,32.
Olsen, R.E.W.B.,& Kagan, S. (1992). About cooperative learning. In C. Kessler (Ed.), Cooperative language learning:A teacher's resource book [M]. Englewood Cliffs, NJ:Prentice Hall.
Piaget, J. (1928). Judgement and Reasoning in the Child [M]. New York:Harcourt Brace.
Richard-Amato, P. (1996). Making It Happen:Interaction in the Second Language Classroom:From Theory to Practice (2nd Edition) [M]. New York:Longman.
Sapon-Shevin et al. (2004). Teaching Cooperative Learning:The challenge for Teacher Education [C], Sunny Press.
Sharan, S. (1990). Cooperative Learning:Theory and Research [M]. Praeger. Westport, CT.
Sharan Y.& Sharan S. (1994). Group investigation in the Cooperative classroom. In S. Sharan (Ed.), Handbook of Cooperative Learning Methods [M],97-114, Wesport, CT.
Shrum, J.L. and Glisan, E.W. (1994). Teacher's Handbook:Contextualized Language Instruction [M]. Boston, MA:Heinle and Heinle Publishers.
Skehan, P. (1998) A Cognitive Approach to Language Teaching [M]. Oxford University Press.
Slavin, R.E. (1995). Cooperative Learning:Theory, Research and Practice (Second Edition) [M]. Needham Heights, Massachusetts:Allyn& Bacon.
Slavin, R.E. (1996). Research on cooperative learning and achievement:What we know, what we need to know [J]. Contemporary Educational Psychology,21: 43-69.
Spencer Kagan and Miguel Kagan. The Structural Approach:Six Keys to Cooperative Learning. In S. Sharan (Ed.), Handbook of Cooperative Learning Methods [M], 115-136. Wesport, CT.
Swain, M. (1985). Communicative competence:some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Ed.) Input in Second Language Acquisition [M],235-253. Rowley, MA:Newbury House.
Ur. P. (1996). A Course in Language Teaching:Practice and Theory [M]. Cambridge: Cambridge University Press.
Vygotsky, L.S. (1986). Thought and Language [M]. Cambridge, Mass:the MIT Press.
Wittrock, M.C. (1978). The Cognitive Movement in Instruction [J]. Educational Psychologist,13:15-29.
Woolfolk, A. (2001). Educational psychology (8th ed.) [M]. Boston:Allyn and Bacon.
Zhao Hongqin. and T. Grimshaw. (2004/2005). Expatriate teachers'adjustment to teaching large EFL classes in China [J]. TEFL Web Journal,3(1):17-31.
大卫.W.约翰逊,罗杰.T.约翰逊(著).爱迪斯.约翰逊.贺路伯,粟芳,迪恩.W.杰斯沃德(译).合作性学习ABC[M].上海：上海科学普及出版社,2006.
L.A.巴洛赫(著).曾守锤,吴华清(译).合作课堂：让学习充满活力[M].上海：华东师范大学出版社,1997.
刘润清戴曼纯(编著).中国高校外语教学改革现状与发展策略研究[M].北京： 外语教育与研究出版社,2003.
教育部高教司.大学英语课程教学要求[M].上海：上海外语教育出版社,2007.
靳玉乐(主编).合作学习[M].成都：四川教育出版社,2005.
马兰.合作学习[M].北京：高等教育出版社,2005.
盛群力.个体优化教育的探索[M].北京：人民教育出版社,1996.
盛群力郑淑贞.合作学习设计[M].杭州：浙江教育出版社,2006.
王坦.合作学习简论[J].中国教育学刊,2002(1)：32-35.
魏永红.任务型外语教学研究[M].上海：华东师范大学出版社,2004.
阎立钦(主编).创新教育——面向21世纪我国教育改革与发展的抉择[M].北京：教育科学出版社,1999.
闫玉枝.大学英语教育存在的问题与对策探讨[J].中国高等教育,2001(17)：17-18.
约翰逊(著).伍新春,郑秋,张洁(译).合作学习[M].北京：北京师范大学出版社,2004.
曾琦.学会合作[M].北京：中央编译出版社,2004.
张海涛.公共英语大型课堂教学模式探析[J].中国高教研究,2001(5)：94-95.出版社,1999.
詹姆斯·H·麦克米伦.学生学习的社会心理学[M].北京：人民教育出版社,1989.
郑金洲(主编).合作学习[M].福州：福建教育出版社,2005.
Arnold, J. (2000). Affect in Language Learning [M]. Beijing:Foreign Language Teaching and Research Press.
Benson, P. (2005). Teaching and Researching Autonomy in Language Learning [M].北京：外语教学与研究出版社.
Blake, R. (2000). Computer mediated communication:A window on L2 Spanish interlanguage [J]. Language Learning and Technology,4(1):120-136.
Bone, A. (1999). Ensuring Successful Assessment [M]. Great Britain:National Centre for Legal Education, University of Warwick.
Cohen, A. D. (2000). Strategies in Learning and Using a Second Language [M].北京：外语教学与研究出版社.
Crandall, J.A. (1999). Cooperative language learning and affective factors. In J. Arnold (Ed.) Affective Factors in Language Learning [M],226-245. Cambridge: Cambridge University Press.
Cuseo J. (1992). Cooperative Learning vs Small Group Discussions and Group Projects:the critical Difference [J]. Cooperative Learning and College Teaching, 2(3):5-10.
David Nunan (Ed.). (1992). Collaborative Language Learning and Teaching [M]. Cambridge:Cambridge University Press.
Dansereau, D.F. (1988). Cooperative Learning Strategies. In C.E. Weinstein, E.T. Goetz and P.A. Alexander (Ed.), Learning and Study Strategies:Issues in Assessment, Instruction, and Evaluation [M],103-120. Orlando, FL:Academic Press.
Dornyei, Z. (1997). Psychological Processes in Cooperative Language Learning: Group Dynamics and Motivation [J]. The Modern Language Journal,81(4).
Ellis, R. (1985). Understand Second Language Acquisition [M]. Oxford:Oxford University Press.
Gardner, H. (1983/1993). Frames of Mind:The theory of multiple intelligences [M]. NY:Basic Books.
Jack C. Richards, Therdore S. Rodgers. (2000). Approaches and Methods in Language Teaching [M]. Beijing:Foreign Language Teaching and Research Press.
Jacob, G.& Hall, S. (1994). Implementing Cooperative Learning [J]. English Teaching Forum,2-5.
Jacobs, G. (1997). Four or more eyes are better than two:using cooperative learning to maximize the success of group activities in reading. Paper presented at the "Singapore Symposium on Reading for Success". Singapore, SEAMEO Regional Language Centre.
Jacobs, G. M., Power, M.A.,& Loh, W.I. (2002). The teacher's sourcebook for cooperative learning:Practical techniques, basic principles, and frequently asked questions [M]. Thousand Oaks, CA:Corwin Press.
John, D.W.,& Johnson, R.T. (1989). Cooperation and competition:Theory and research [M]. Ednia, MN:Interaction Book Co.
Johnson, D.W. and R.T. Johnson (1991). Learning Together and Alone:Cooperative, Competitive, and Individualistic learning (Third Edition) [M]. Englewood Cliffs, New Jersey:Prentice-Hall.
Johnson, D.W.,& Johnson, R.T. (1994). Learning together and alone:Cooperative, competitive, and individualistic learning (4th Ed.)[M]. Boston:Allyn & Bacon.
Johnson, D.W., Johnson, R.T. and Holubec, E.J. (1994).Cooperative Learning in the Classroom, The Nuts and Bolts of Cooperative Learning [M]. Interaction Book Company.
Johnson, K.E. (1995). Understand Communication in Second Language Classrooms [M]. Cambridge:Cambridge University Press.
Johnson, D.W.& Johnson, R.T. (1998). Active learning:Cooperation in the college classroom [M]. Edina, MN:Interaction Book Company.
Johnson, D.W.& Johnson, R.T. (1998). Cooperative learning and social interdependence theory. In R.S. Tindale et al. (Ed.), Theory and Research on Small Groups [M],9-35. New York, Plenum Press.
Johnson, D. W.& Johnson, R. T. (1999). Learning together and alone:Cooperative, competitive, and individualistic learning (5th ed.) [M]. Needham Heights, MA: Allyn and Bacon.
Kagan, S. (1994). Cooperative Learning [M]. CA:Kagan Publishing.
Kagan, S. (1995). We Can Talk:Cooperative Learning in the Elementary ESL Classroom [J]. Elementary Education Newsletter,17(2).
Karen Littleton, Dorothy Miell, and Dorothy Faulkner (Ed.). (2004). Learning to collaborate, collaborating to learn [M]. NY:Nova Science Publishers, Inc.
Krashen, S. (1985). The Input Hypothesis [M]. London:Longman.
Krashen, S. (1991). Fundamentals of Language Education [M]. Torrance, CA: Laredo.
Krashen, S. (1997). Foreign Language Education:The Easy Way [M]. California: Language Education Associates.
Larry K. Michaelsen, Arletta Bauman Knight, and L. Dee Fink. (Ed). (2002). Team-based learning:a transformative use of small groups [M]. Praeger Publishers,88 Post Road West, Westport, CT.
Lightbrown, P.M. and Spanda, N. (1999). How Languages are learned [M]. Oxford: Oxford University Press.
Locastro, V. (2001). Teaching English to large classes [J]. TESOL Quarterly,35(3): 493-495.
Long, M.H. (1980). Inside the'Black Box':Methodological Issues in Classroom Research on Language Learning [J]. Language Learning,3.
Lynch, B.K. (2001). Language Program Evaluation:Theory and practice [M].上海：上海外语教育出版社,32.
Olsen, R.E.W.B.,& Kagan, S. (1992). About cooperative learning. In C. Kessler (Ed.), Cooperative language learning:A teacher's resource book [M]. Englewood Cliffs, NJ:Prentice Hall.
Piaget, J. (1928). Judgement and Reasoning in the Child [M]. New York:Harcourt Brace.
Richard-Amato, P. (1996). Making It Happen:Interaction in the Second Language Classroom:From Theory to Practice (2nd Edition) [M]. New York:Longman.
Sapon-Shevin et al. (2004). Teaching Cooperative Learning:The challenge for Teacher Education [C], Sunny Press.
Sharan, S. (1990). Cooperative Learning:Theory and Research [M]. Praeger. Westport, CT.
Sharan Y.& Sharan S. (1994). Group investigation in the Cooperative classroom. In S. Sharan (Ed.), Handbook of Cooperative Learning Methods [M],97-114, Wesport, CT.
Shrum, J.L. and Glisan, E.W. (1994). Teacher's Handbook:Contextualized Language Instruction [M]. Boston, MA:Heinle and Heinle Publishers.
Skehan, P. (1998) A Cognitive Approach to Language Teaching [M]. Oxford University Press.
Slavin, R.E. (1995). Cooperative Learning:Theory, Research and Practice (Second Edition) [M]. Needham Heights, Massachusetts:Allyn& Bacon.
Slavin, R.E. (1996). Research on cooperative learning and achievement:What we know, what we need to know [J]. Contemporary Educational Psychology,21: 43-69.
Spencer Kagan and Miguel Kagan. The Structural Approach:Six Keys to Cooperative Learning. In S. Sharan (Ed.), Handbook of Cooperative Learning Methods [M], 115-136. Wesport, CT.
Swain, M. (1985). Communicative competence:some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Ed.) Input in Second Language Acquisition [M],235-253. Rowley, MA:Newbury House.
Ur. P. (1996). A Course in Language Teaching:Practice and Theory [M]. Cambridge: Cambridge University Press.
Vygotsky, L.S. (1986). Thought and Language [M]. Cambridge, Mass:the MIT Press.
Wittrock, M.C. (1978). The Cognitive Movement in Instruction [J]. Educational Psychologist,13:15-29.
Woolfolk, A. (2001). Educational psychology (8th ed.) [M]. Boston:Allyn and Bacon.
Zhao Hongqin. and T. Grimshaw. (2004/2005). Expatriate teachers'adjustment to teaching large EFL classes in China [J]. TEFL Web Journal,3(1):17-31.
大卫.W.约翰逊,罗杰.T.约翰逊(著).爱迪斯.约翰逊.贺路伯,粟芳,迪恩.W.杰斯沃德(译).合作性学习ABC[M].上海：上海科学普及出版社,2006.
L.A.巴洛赫(著).曾守锤,吴华清(译).合作课堂：让学习充满活力[M].上海：华东师范大学出版社,1997.
刘润清戴曼纯(编著).中国高校外语教学改革现状与发展策略研究[M].北京： 外语教育与研究出版社,2003.
教育部高教司.大学英语课程教学要求[M].上海：上海外语教育出版社,2007.
靳玉乐(主编).合作学习[M].成都：四川教育出版社,2005.
马兰.合作学习[M].北京：高等教育出版社,2005.
盛群力.个体优化教育的探索[M].北京：人民教育出版社,1996.
盛群力郑淑贞.合作学习设计[M].杭州：浙江教育出版社,2006.
王坦.合作学习简论[J].中国教育学刊,2002(1)：32-35.
魏永红.任务型外语教学研究[M].上海：华东师范大学出版社,2004.
阎立钦(主编).创新教育——面向21世纪我国教育改革与发展的抉择[M].北京：教育科学出版社,1999.
闫玉枝.大学英语教育存在的问题与对策探讨[J].中国高等教育,2001(17)：17-18.
约翰逊(著).伍新春,郑秋,张洁(译).合作学习[M].北京：北京师范大学出版社,2004.
曾琦.学会合作[M].北京：中央编译出版社,2004.
张海涛.公共英语大型课堂教学模式探析[J].中国高教研究,2001(5)：94-95.出版社,1999.
詹姆斯·H·麦克米伦.学生学习的社会心理学[M].北京：人民教育出版社,1989.
郑金洲(主编).合作学习[M].福州：福建教育出版社,2005.