通過合作學習培養(yǎng)和提高初中生英語自主學習能力的研究
發(fā)布時間：2018-11-21 11:22
【摘要】：在近些年來的教學研究中小組合作學習是比較熱門的話題,小組合作學習的研究對于教育家和教學工作者都有著深刻的價值和意義。這是一種具有實踐性強、方法新穎、高效的學習方法。該教學方法的研究對外語的教學同樣具有積極的作用。與此同時,自主學習在近幾十年來也贏得了廣大教育研究者和教育工作者的普遍認可,許多著名的專家學者都對此很認同并發(fā)表相關著作。對自主學習者而言,逐步培養(yǎng)和提高自主學習能力的一個黃金階段是初中時期,因為在這個階段學生的年齡和學習能力都已經(jīng)達到了一個相對成熟的階段,可謂是培養(yǎng)自主學習的最佳時期。在這個時期逐步培養(yǎng)自我學習的能力對將來更高階段的自主學習起到鋪墊作用,為將來的培養(yǎng)打下堅實的基礎。筆者經(jīng)過查閱資料和調(diào)查研究發(fā)現(xiàn),就目前的相關研究而言,對于自主學習方法和實踐的研究側重點多是在高中階段以及大學的外語學習中,而研究初中學校英語教學涉及的專家和學者并不多�；谝陨显�,此研究的學習者主要是初中生,在課堂上通過合作學習培養(yǎng)和提高他們的自主學習能力。本論文通過在實際教學中采取小組合作的方式培養(yǎng)和提高初中生自主學習能力。經(jīng)過對通遼虹橋中學整個初二年級組10個班級摸底考試和問卷調(diào)查,并對考試成績和問卷調(diào)查進行數(shù)據(jù)分析后,確定這兩個班級學生在學習成績、學習動機、學生的自我監(jiān)控和評價方面不存在明顯的差異。因而確定其中一個班級被定為本次教學研究的實驗班,另一個班級是本次實驗的對照班。作為本次實驗研究的實驗班采取的是小組合作學習的教學方法,對照班采用的仍是傳統(tǒng)的英語學習方法。實驗班和對照班運用不同的學習方法,經(jīng)過整整一個學期的測試,實驗證明在合作學習的環(huán)境下,實驗班的學生真正把學習的自主權交給了自己。實驗班學生的期末英語成績有了明顯的提高。與沒有采取小組合作學習的對照班相比較,實驗班學生對英語學習的興趣,學生在學習時的自我監(jiān)控和評價都有了明顯的提高。本實驗可以證明通過小組合作學習可以培養(yǎng)和提高學生的學習動機、自我監(jiān)控和評價,進而有助于提高學生的自主學習能力。
[Abstract]:Group cooperative learning is a hot topic in teaching research in recent years. The study of group cooperative learning has profound value and significance for both educators and teachers. This is a practical, novel and efficient learning method. The research of this teaching method also plays a positive role in foreign language teaching. At the same time, autonomous learning has won the general recognition of educational researchers and educators in recent decades, many famous experts and scholars agree with this and published related works. For autonomous learners, a golden stage for gradually developing and improving autonomous learning ability is the junior middle school period, where the students' age and learning ability have reached a relatively mature stage. It is the best time to cultivate self-learning. In this period, the ability to develop self-learning will pave the way for future self-learning and lay a solid foundation for future cultivation. The author finds that the research on autonomous learning methods and practice is focused on the senior high school and college foreign language learning, as far as the current research is concerned. But the research junior middle school English teaching involves the expert and the scholar not many. For the above reasons, the learners in this study are mainly junior high school students, through cooperative learning in the classroom to develop and improve their autonomous learning ability. This paper develops and improves junior high school students' autonomous learning ability by adopting group cooperation in practical teaching. After the mapping test and questionnaire survey of 10 classes in the whole junior high school of Hongqiao Middle School in Tongliao, and after the data analysis of the test results and questionnaires, the students in these two classes are determined in terms of their academic achievement and learning motivation. There is no obvious difference in self-monitoring and evaluation of students. Thus, one class is designated as the experimental class and the other is the control class. The experimental class of this experiment adopts the teaching method of group cooperative learning, while the control class still adopts the traditional English learning method. The experimental class and the control class used different learning methods. After a whole semester's test, the experiment proved that under the environment of cooperative learning, the students in the experimental class really handed over the autonomy of learning to themselves. The final English scores of the students in the experimental class have been obviously improved. Compared with the control class without group cooperative learning, the interest of the students in English learning and the self-monitoring and evaluation of the students in the experimental class have improved significantly. This experiment can prove that group cooperative learning can cultivate and improve students' learning motivation, self-monitoring and evaluation, and then help improve students' autonomous learning ability.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
本文編號：2346816
[Abstract]:Group cooperative learning is a hot topic in teaching research in recent years. The study of group cooperative learning has profound value and significance for both educators and teachers. This is a practical, novel and efficient learning method. The research of this teaching method also plays a positive role in foreign language teaching. At the same time, autonomous learning has won the general recognition of educational researchers and educators in recent decades, many famous experts and scholars agree with this and published related works. For autonomous learners, a golden stage for gradually developing and improving autonomous learning ability is the junior middle school period, where the students' age and learning ability have reached a relatively mature stage. It is the best time to cultivate self-learning. In this period, the ability to develop self-learning will pave the way for future self-learning and lay a solid foundation for future cultivation. The author finds that the research on autonomous learning methods and practice is focused on the senior high school and college foreign language learning, as far as the current research is concerned. But the research junior middle school English teaching involves the expert and the scholar not many. For the above reasons, the learners in this study are mainly junior high school students, through cooperative learning in the classroom to develop and improve their autonomous learning ability. This paper develops and improves junior high school students' autonomous learning ability by adopting group cooperation in practical teaching. After the mapping test and questionnaire survey of 10 classes in the whole junior high school of Hongqiao Middle School in Tongliao, and after the data analysis of the test results and questionnaires, the students in these two classes are determined in terms of their academic achievement and learning motivation. There is no obvious difference in self-monitoring and evaluation of students. Thus, one class is designated as the experimental class and the other is the control class. The experimental class of this experiment adopts the teaching method of group cooperative learning, while the control class still adopts the traditional English learning method. The experimental class and the control class used different learning methods. After a whole semester's test, the experiment proved that under the environment of cooperative learning, the students in the experimental class really handed over the autonomy of learning to themselves. The final English scores of the students in the experimental class have been obviously improved. Compared with the control class without group cooperative learning, the interest of the students in English learning and the self-monitoring and evaluation of the students in the experimental class have improved significantly. This experiment can prove that group cooperative learning can cultivate and improve students' learning motivation, self-monitoring and evaluation, and then help improve students' autonomous learning ability.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
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相關碩士學位論文 前1條
1 郭傳省;小組合作學習的研究[D];山東師范大學;2003年
，本文編號：2346816
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