小学高年级英语阅读教学中合作学习实践问题研究

发布时间：2018-05-19 15:04

本文选题：小学英语 + 阅读教学　；参考：《陕西师范大学》2015年硕士论文

【摘要】：合作学习是通过学生的自主探究、组内互助以及教师指导三方面相互配合,小组成员共同完成一定的学习任务,从而促进学生在认知、情感和态度上积极发展的学习模式。已有研究表明,合作学习在提高学生学习兴趣、营造良好的课堂气氛等方面作用显著。研究者通过梳理合作学习的已有研究成果发现,大部分研究主要探讨合作学习在实践过程中对阅读教学的影响,并且从理论层面提出了一些措施等；这些研究大多采用量化的研究方法,鉴于合作学习在实际操作层面具有很强的不确定性以及复杂性,因此量化的方法会存在不足,而据此提出的策略方法是否具有可行性也无从考证。由此研究者采用质性研究的方法,研究合作学习在实践中可能会产生的问题,特别关注合作学习初始磨合期及过渡阶段的具体操作环节。本研究的特点在于针对合作学习实践问题,立足真实的课堂教学案例开展研究,其目的在于对合作学习实践中出现的问题做出相应的调整,并且进一步观察考证改进措施是否有效,所以研究结果对小学高年级英语教师在开展英语阅读教学时具有很好的指向性及实践可操作性。本论文分为五部分：第一部分：导论。主要有问题的提出、研究内容、研究思路、研究方法以及关于合作学习和阅读教学的文献综述。第二部分：核心概念和理论基础。对合作及合作学习等核心概念进行了界定；社会互赖理论、动机理论和认知精确理论作为本研究的理论基础,也在该章进行了阐述。第三部分：小学英语阅读教学中合作学习的实践问题研究设计。主要介绍了本研究的准备阶段、实施阶段以及评价阶段的研究设计。第四部分：小学高年级英语阅读教学中合作学习的实践问题研究。研究者在观察了阅读教学中合作学习初始磨合期的实践案例后,从中发现了一些问题及可取之处,并且在操作环节针对问题进行了调整,针对长处继续保持,最后观察调整后合作学习相对稳定期的成果,总结归纳合作学习运行中问题产生的原因及相应的调整措施。第五部分：研究结论与启示。主要阐述在研究之后,研究者得出的结论与启示：在合作学习的初始磨合期,需要特别关注小组成员的“程序”能力的培养；在合作学习的整体过程中,必须注意评价手段的有效性。从合作学习的准备阶段、初始磨合期,直到相对稳定阶段,每个环节都有教师需要着重注意的问题,在一些细小的方面更需要教师及学生在平时的合作学习过程中共同探索及努力。
[Abstract]:Cooperative learning is a learning model in which students cooperate with each other in three aspects: independent inquiry, mutual help within groups and teachers' guidance. Group members work together to accomplish certain learning tasks, thus promoting students' positive development in cognition, emotion and attitude. Previous studies have shown that cooperative learning plays a significant role in enhancing students' interest in learning and creating a good classroom atmosphere. By combing the existing research results of cooperative learning, the researchers find that most of the studies mainly discuss the impact of cooperative learning on reading teaching in the process of practice, and put forward some measures from the theoretical level. Most of these studies use quantitative research methods. In view of the uncertainty and complexity of cooperative learning at the practical operational level, there are shortcomings in quantification methods. However, it is impossible to verify the feasibility of the proposed strategy. Therefore, the researchers use qualitative research method to study the problems that may arise in the practice of cooperative learning, and pay special attention to the operation of the initial running-in period and the transitional stage of cooperative learning. The characteristics of this study lie in the study of cooperative learning practice, based on the real classroom teaching cases, the purpose of this study is to make corresponding adjustments to the problems in cooperative learning practice. The results of the study have good directionality and practical maneuverability in the development of English reading teaching for senior English teachers in primary schools. This paper is divided into five parts: the first part: introduction. The main problems, research content, research ideas, research methods and literature review on cooperative learning and reading teaching. The second part: the core concept and theoretical basis. The core concepts of cooperation and cooperative learning are defined, and social interdependence theory, motivation theory and cognitive precision theory are also discussed in this chapter. Part three: research and design of cooperative learning practice in primary English reading teaching. This paper mainly introduces the research and design of the preparation stage, the implementation stage and the evaluation stage of this study. Part four: a practical study of cooperative learning in senior English reading teaching in primary schools. After observing the practical cases of the initial running-in period of cooperative learning in reading teaching, the researcher finds out some problems and merits, and adjusts the operation links to the problems and maintains the advantages. Finally, the results of the relatively stable period of cooperative learning after adjustment are observed, and the causes of the problems in the operation of cooperative learning and the corresponding adjustment measures are summarized. The fifth part: research conclusion and enlightenment. The main conclusions and implications of the study are as follows: in the initial running-in period of cooperative learning, special attention should be paid to the cultivation of the "procedural" ability of the group members, and in the overall process of cooperative learning, Attention must be paid to the effectiveness of the means of evaluation. From the preparation stage of cooperative learning, the initial running-in period to the relatively stable stage, there are problems that teachers should pay attention to in every link. In some small areas, teachers and students in the normal cooperative learning process to explore and work together.
【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】：G623.31

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