“互批作业”模式在初中英语教学中的个案研究

发布时间：2018-07-09 17:01

本文选题：作业 + 互批作业　；参考：《陕西师范大学》2015年硕士论文

【摘要】：作业批改是教学中的重要一环,对学生的发展意义重大。当前中学普遍盛行全批全改的方式,即教师本本批、本本改。这种方式虽然有其优点,但不利于调动学生的学习自主性。随着新课程改革的推进,一种新的作业批改方式—学生互批作业应运而生,它是指学生在教师的指导下互相批改作业。这种新的作业批改方式也与新课程改革提出的“自主、合作、探究”的教学理念相适应。这篇论文是一个个案研究,作者试图通过介绍互批作业模式在初中英语教学中的应用来分析这种模式的有效性。这篇论文提出两个研究问题：1.互批作业模式可以提高学生的英语水平吗?2.互批作业模式能够在哪些方面促进学生的发展?为了回答研究问题,作者选取了她实习所在学校—广东省深圳市光明新区实验学校的七(1)班和七(8)班共112名学生作为研究对象,并收集了实验前测和后测的数据并在SPSS软件的辅助下进行了数据分析。此外,作者还在实验班级进行了问卷调查、课堂观察以及对师生进行访谈。本论文的主要理论依据为建构主义、合作学习理论、自主学习理论以及认知精致化理论。建构主义理论提倡以学生为中心的教学模式并强调学生对知识的主动探索,认为学生不是简单被动地接收信息,而是主动地建构知识的意义。建构主义学习理论强调学习过程的重要性。互批作业模式将作业批改权交还给学生,由学生主动建构知识,自主解决问题,体现了以学生为中心的教学理念。互批作业其实是合作学习的一种形式,学生通过在小组内共同讨论问题,培养了其人际交往能力以及合作能力。自主学习是以学生作为学习的主人,通过独立的分析、探索、实践、质疑、创造等方法来实现学习目标。互批作业使得学生对知识有独立思考和相互讨论的机会,进而加深了其对所学知识的理解并增强了学习自主性。认知精致理论认为,精致的最有效方法之一是向他人解释材料。在互批作业过程中,对材料的认知精致有利于解释者的进步。解释者与接受解释者均能从中获益。通过对初中生互批作业模式的实证研究,这篇论文得出如下结果：互批作业模式,作为一种新的作业批改方式,可以在初中英语教学中有效实施。这种模式提高了初中生的英语学习成绩；有利于促进学生多方面的发展,在实施互批作业模式一学期后,学生的思维得到了拓展,情感获得了积极的发展并且学习自主性得到了提高。由此可以证明互批作业模式在初中英语教学中的有效性。不仅如此,这种模式还减轻了教师的教学负担,提高了其教学效率,增强了教师的职业幸福感。互批作业这种模式在初中英语课堂是值得推荐的,如果利用得好,不仅给学生而且给教师都会带来很多好处。
[Abstract]:Homework correction is an important part of teaching, which is of great significance to the development of students. At present, the mode of full batch reform is prevailing in middle schools, that is, teachers' batch, this reform. Although this approach has its advantages, it is not conducive to the mobilization of students' learning autonomy. With the development of the new curriculum reform, a new method of homework correction, students' batch assignment, is proposed, which refers to the students' correcting homework under the guidance of teachers. This new method of homework correction also adapts to the teaching idea of "independence, cooperation and inquiry" put forward by the new curriculum reform. This paper is a case study. The author attempts to analyze the effectiveness of this model by introducing the application of batch assignment in junior high school English teaching. The paper raises two research questions: 1. Can the homework model improve students' English proficiency? In what ways can the batch model promote the development of students? In order to answer the research questions, the author selected 112 students from Class 7 (1) and Class 7 (8) of Guangming New District Experimental School in Shenzhen, Guangdong Province, as the subjects of the study. The data of pre-test and post-test were collected and analyzed with the help of SPSS software. In addition, the author also conducted a questionnaire survey, classroom observation and interviews with teachers and students in the experimental class. The main theoretical basis of this thesis is constructivism, cooperative learning theory, autonomous learning theory and cognitive refinement theory. Constructivist theory advocates student-centered teaching mode and emphasizes students' active exploration of knowledge. It is believed that students do not simply and passively receive information, but actively construct the meaning of knowledge. Constructivist learning theory emphasizes the importance of learning process. The model of batch assignment gives the right of homework correction to the students, and the students take the initiative to construct knowledge and solve problems independently, which embodies the student-centered teaching idea. Batch homework is actually a form of cooperative learning. Students develop their interpersonal and cooperative ability by discussing problems in groups. Autonomous learning is to take students as the master of learning, through independent analysis, exploration, practice, doubt, creation and other methods to achieve learning goals. Batch assignments provide students with opportunities to think independently and discuss each other's knowledge, thus deepening their understanding of what they have learned and enhancing their autonomy in learning. According to the theory of cognitive refinement, one of the most effective methods of refinement is to explain the material to others. In batch operation, the understanding of the material is good for the progress of the interpreter. Both the interpreter and the acceptor can benefit from it. Based on the empirical research on the homework pattern of junior high school students, this paper draws the following conclusions: as a new method of homework evaluation, the pattern of batch homework can be effectively implemented in junior high school English teaching. This model improves junior high school students' English academic performance and promotes the development of students in many aspects. After one semester's implementation of the "batch homework" model, the students' thinking has been expanded. Emotion has developed positively and learning autonomy has been improved. This can prove the effectiveness of batch assignment in junior middle school English teaching. Not only that, this model also lightens the teacher's teaching burden, improves its teaching efficiency, enhances the teacher's professional happiness. The model of batch assignment is recommended in junior middle school English classroom. If it is used well, it will bring many benefits not only to students but also to teachers.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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