本文選題：合作學(xué)習(xí)　切入點(diǎn)：高中英語閱讀　出處：《延安大學(xué)》2015年碩士論文

【摘要】：合作學(xué)習(xí)是一種很有創(chuàng)意的教學(xué)理論,在世界上許多國家都有采用,合作學(xué)習(xí)是對傳統(tǒng)教學(xué)組織形式的突破和補(bǔ)充,正在被越來越多的教師運(yùn)用于英語課堂教學(xué)中。課堂提問是英語課堂的一個至關(guān)重要的環(huán)節(jié)。有效的課堂提問能使學(xué)生最大限度地獲取信息,使學(xué)生能更好地有效輸出。但是如何將課堂提問與合作學(xué)習(xí)結(jié)合?怎樣在合作學(xué)習(xí)的模式下有效地進(jìn)行英語課堂提問?國內(nèi)外關(guān)于這方面的研究很少,尤其是關(guān)于合作學(xué)習(xí)模式下的中學(xué)英語課堂提問更少。本文在國內(nèi)外關(guān)于課堂提問研究的基礎(chǔ)上概述了合作學(xué)習(xí)的相關(guān)理論、延安中學(xué)合作學(xué)習(xí)的現(xiàn)狀,然后以延安中學(xué)高二年級的5位英語教師和300名學(xué)生為研究對象,采用了聽課錄音轉(zhuǎn)寫、課堂觀察、問卷調(diào)查、教師訪談等研究工具,選取高中英語外研版必修五第二模塊的閱讀課作為研究素材進(jìn)行分析。通過分析研究教師提問的數(shù)量、提問類型、教師候答時(shí)間、學(xué)生回答形式以及教師反饋等方面,深入探討目前延安中學(xué)在新課改的背景下,在合作學(xué)習(xí)模式下的英語閱讀課課堂提問有什么樣的變化?是否還存在不足?怎樣的提問策略能促進(jìn)合作學(xué)習(xí)的開展,能提高學(xué)生英語學(xué)習(xí)的興趣和能力?在此方面做出的探討和研究,期望對本學(xué)校的教學(xué)以及周邊的學(xué)校英語課堂教學(xué)中的課堂提問能有所啟示,有所貢獻(xiàn)。根據(jù)統(tǒng)計(jì)結(jié)果發(fā)現(xiàn)5位教師的課堂中參考性問題偏少,展示性問題較多,這種情況不利于拓展學(xué)生的思維,也不利于增強(qiáng)學(xué)生學(xué)習(xí)英語的興趣。而且教師問題的設(shè)計(jì)感不強(qiáng),層次和梯度區(qū)分不明確。總體來說教師的候答時(shí)間和學(xué)生答題后的等候時(shí)間較短。學(xué)生的答問形式比較合理,在合作學(xué)習(xí)的教學(xué)模式下,小組探討回答的方式占了22.2%,符合新課改和合作學(xué)習(xí)的新的教學(xué)理念,其他的回答方式分布均勻。教師反饋總體較少,數(shù)量不夠,而且反饋話語單一籠統(tǒng),對學(xué)生沒有明顯的提醒和鼓勵作用。基于以上教師提問的現(xiàn)狀和存在的不足,本文筆者給出了五條可行性的建議。
[Abstract]:Cooperative learning is a kind of creative teaching theory which has been adopted in many countries all over the world. Cooperative learning is a breakthrough and supplement to the traditional teaching organization and is being used by more and more teachers in English classroom teaching.Classroom questioning is an important part of English classroom.Effective classroom questioning can maximize students' access to information and enable students to output effectively.But how to combine classroom questioning with cooperative learning?How to effectively carry out English classroom questioning in the cooperative learning mode?There are few researches on this aspect at home and abroad, especially on the cooperative learning model in the middle school English classroom.Based on the research on classroom questioning at home and abroad, this paper summarizes the relevant theories of cooperative learning and the present situation of cooperative learning in Yan'an Middle School, and then takes 5 English teachers and 300 students in Grade 2 of Yanan Middle School as the research objects.In this paper, listening class recording, classroom observation, questionnaire investigation, teacher interview and other research tools are used to analyze the reading course of the second module of the compulsory fifth module of the senior high school English foreign language research edition.By analyzing the number of teachers' questions, the types of questions, the waiting time of teachers, the form of students' answers, and the feedback of teachers, this paper probes into the background of the new curriculum reform in Yan'an Middle School.What is the change of questioning in English reading class in cooperative learning mode?Are there any shortcomings?What kind of questioning strategies can promote cooperative learning and improve students' interest and ability in English learning?It is hoped that the discussion and research in this respect can enlighten and contribute to the teaching of our school and the classroom questioning in the surrounding schools.According to the statistical results, it is found that the five teachers have less reference problems and more demonstrative problems in the classroom, which is not conducive to the expansion of students' thinking and to the enhancement of students' interest in learning English.Moreover, the teacher problem design sense is not strong, the level and the gradient distinction is not clear.Generally speaking, waiting time for teachers and waiting time for students to answer questions are shorter.Under the teaching mode of cooperative learning, the way of group discussion and answer is 22. 2%, which accords with the new teaching concept of new curriculum reform and cooperative learning, and the other answers are evenly distributed.The teacher's feedback is not enough, and the feedback speech is simple and general, which has no obvious reminding and encouraging effect to the students.Based on the present situation and shortcomings of the teachers' questions above, the author gives five feasible suggestions.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 齊丹華;高中英語閱讀課中教師提問策略研究[D];湖南師范大學(xué);2012年

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本文編號：1720004