合作学习在译林版初中《英语》“Task”板块的应用研究

发布时间：2018-05-23 06:34

本文选题：合作学习 + 初中英语　；参考：《江苏师范大学》2016年硕士论文

【摘要】：随着新一轮课程改革的推进,人们对写作教学的要求越来越高。写作教学成为英语写作教学的基础及一个重要的部分。然而,当今的写作教学的现状不容乐观。“学生写作,教师评阅”的模式仍然主导着写作教学。基于此,2012年译林版的初中《英语》改版。每单元专门设置了“Task”板块,旨在解决初中英语写作教学的现状。该Task板块围绕每单元的话题,引导学生整理Task板块的写作思路、组织和应用本单元所学词汇和句型,最终为Task板块的写作做铺垫,在课的结尾写出漂亮的文章。目前合作学习在写作教学中运用的研究比较多,但结合新教材研究合作学习在Task板块的运用的凤毛麟角。本研究试图把合作学习运用到译林版初中《英语》Task板块教学中,通过教学实验,意在探究这一教学模式的开展的程序及有效性,为译林版初中《英语》Task板块的教学提供一些意见和建议。本文旨在解决如下关键问题:1.怎样将合作学习应用到译林版初中英语Task板块?2.合作学习对译林版初中英语Task板块的教学是否有效?3.在应用过程中仍然存在哪些问题,如何解决?实证研究历时五个月,作者于2015年9月至2016年1月在铜山区新星中学进行了实验。以七年级2班和3班的100名学生作为实验对象。2班为实验班,采用合作学习进行英语写作教学,3班为控制班,采用传统的教学方法。作者采取了测试、调查问卷、访谈的方法,考察实验前后学生Task板块的学习效果的变化。实验前,对两个班的所有学生进行了测试和调查问卷。实验后,再次对这些学生进行了测试。并对测试成绩和调查问卷进行对比分析。实验期间不定时选择了班级的共35名同学进行访谈。通过对学生进行访谈,了解合作学习在Task板块的课堂实施中的效果及存在的问题,以便及时调整。根据课堂实践及测试、调查问卷和学生访谈的数据分析,可以得出以下结论:1.通过理论学习,并结合译林版初中《英语》Task板块具体的教学实践,总结了Task板块的教学程序,共七个基本环节。即划分小组,明确话题;讨论答题,熟悉文章;小组讨论,展开联想;独立写作,草拟初稿;演示范文,师生共议;小组互评,修改编辑;教师评价,展示成果。每个环节缺一不可,每两个环节环环相扣。2.从实验班前后测的成绩对比来看,后测的均分比前测的均分高出2分,及格率增长5.98%,优秀率增长10.31%。后测的均分实验班比控制班高2分。这些都充分说明在Task板块中应用合作学习有助于提高学生的写作成绩。通过汇总实验期间的访谈记录,发现在Task板块的课堂教学中学生的学习动机、学习兴趣、课堂表现、互动情况、语言技能训练等方面都有明显的改善和进步。由此可见,合作学习在Task板块的应用大大提高了学生的写作成绩,激发了学生的学习兴趣和动机。3.通过在教学实践过程教师的仔细观察,及实验期间对学生进行访谈的记录,也发现了运用过程中存在的问题。有些同学不太清楚如何有效地完成每个自主以及合作学习任务,以致有时小组讨论中小组活动效率较低。—些成绩好的学生在活动中只关注自己取得的成绩,忽略了帮助组内有困难的同学。另外,个别基础较弱的同学还是习惯等、靠、要,不能主动积极地参与到活动中去。这些问题还有待于解决。综上所述,本次实证研究取得了一些成果。但此次研究只是在有限的条件下进行的,不仅包括实验周期的限制,还包括实验操作人员的学术水平和客观因素等的影响,因此,对于实验存在的不足,还需要进一步探讨。期望本次研究成果能为当前的初中写作教学提供一些指导和帮助。
[Abstract]:With the promotion of a new round of curriculum reform, the demand for writing teaching is becoming more and more high. Writing teaching has become the basis and an important part of the teaching of English writing. However, the current situation of writing teaching is not optimistic. "Student writing, teacher review" mode is still guiding writing teaching. Based on this, the 2012 version of the version of the version The "Task" plate is set up in each unit to solve the current situation of English writing in junior middle school. The Task plate, around the topic of each unit, guides the students to organize the thinking of the writing of the Task plate, organize and apply the vocabulary and sentence patterns of this unit, finally pave the way for the writing of the Task plate, and write out the drifting at the end of the class. There is a lot of research on Cooperative Learning in the teaching of writing, but the use of cooperative learning in the Task plate is rare in the combination of new teaching materials. This study attempts to apply cooperative learning to the teaching of the English >Task plate in the translated version of junior middle school. Through teaching experiments, it is intended to explore the program of this teaching model. The purpose of this paper is to provide some suggestions and suggestions for the teaching of the English >Task plate in the translated version of junior middle school. The purpose of this paper is to solve the following key problems: 1. how to apply cooperative learning to the English Task plate in the translated version of junior middle school English? 2. is it effective for the teaching of the English Task plate in the translated version of the English version of the translated forest version? 3. what questions still exist in the process of application How to solve the problem? The empirical study lasted five months. The author carried out the experiment in Copper Mt. Xinxing middle school from September 2015 to January 2016. With 100 students in class 2 and class 3 of grade seven as the experimental class, the.2 class was the experimental class, the cooperative learning was used to teach English writing, the 3 was the control class and the traditional teaching method was adopted. The author took the test. Test, questionnaire, interview method, examine the changes of the learning effect of the Task plate before and after the experiment. Before the experiment, all the students in the two classes were tested and questionnaires. After the experiment, the students were tested again. The test scores and the questionnaire were compared. The class was selected during the experiment. A total of 35 students were interviewed. Through interviews with students, the effects and problems of cooperative learning in the classroom implementation of the Task plate were understood in order to adjust them in time. According to the classroom practice and test, the questionnaire and the data analysis of the students' interviews, we can draw the following conclusions: 1. through theoretical study, and in combination with the translated version of junior middle school "English" >Task plate specific teaching practice, summed up the teaching procedure of the Task plate, a total of seven basic links. That is to divide the group, clear the topic, discuss the questions, familiar with the article, the group discussion, the Association; the independent writing, the draft of the first draft; the demonstration of the model, the teachers and students; the group evaluation, the revision of the editor; the teacher evaluation, the display results. Each link is indispensable. According to the comparison of the results measured from the experimental class in every two links, the average score of the post test was 2 points higher than the pre test, the passing rate increased by 5.98%, the excellent rate increased by the 10.31%. after the test, and the average score of the post test was 2 points higher than that of the control class. All of these fully indicated that the cooperative learning in the Task plate would help to improve the students' writing performance. Through the summary of the interview records during the experiment, we found that the students' learning motivation, learning interest, classroom performance, interaction and language skills training were improved and progressed in the classroom teaching of the Task plate. Thus, the application of cooperative learning in the Task plate greatly improved the students' writing performance and stimulated the students. Learning interest and motivation.3., through careful observation of teachers in the course of teaching practice, and the record of interviews with students during the experiment, also found problems in the process of application. Some students are not very clear about how to effectively complete each independent and cooperative learning task, so that the group activities are less efficient in some group discussions. Some students with good results have only paid attention to their achievements in their activities and ignored the students who have difficulties in the help group. In addition, some students with weak foundation are still used to, and should not actively participate in the activities. These problems have yet to be solved. In summary, this empirical study has achieved some results. But this time the results of this study have been achieved. The research is only under limited conditions, including not only the limitation of the experimental period, but also the academic level and objective factors of the experimental operators. Therefore, further discussion is needed for the shortcomings of the experiment. The results of this study are expected to provide some guidance and help for the current teaching of junior high school writing.
【学位授予单位】：江苏师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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