初中英语阅读合作学习中个体责任研究
发布时间：2018-08-13 20:47
【摘要】：合作学习作为一种教学理论与策略体系产生于20世纪70年代的美国。20世纪90年代开始应用于我国的英语课堂教学中。新课程改革提倡采用合作学习的方式培养学生的英语学习能力。但是,近几年,合作学习的低效问题引起了研究人员和英语教师们的广泛关注。老师和学生对合作学习中的个体责任没有足够重视是导致合作低效的主要原因。本研究旨在探究初中英语阅读课堂中个体责任实现的现状,通过对现状的分析以期找到导致个体责任缺失的具体问题,并针对问题给出相关解决建议。本研究运用课堂观察、问卷调查和访谈等方法从教师和学生两个角度入手具体分析个体责任在初中英语阅读课堂合作活动前、中、后三个环节中实现情况。青岛第五十七中学的九十七名八年级学生和三名具有合作学习教学经验的老师参与了本次研究。本研究借助Excel 2007对数据进行统计和分析。研究结果表明初中英语阅读合作学习中个体责任实现情况不容乐观。导致个体责任没有得到有效实现的具体问题主要有:第一,在合作前阶段,英语教师和学生对于实现合作中个体责任的意识淡薄。同时,个体任务和角色的模糊划分也为学生逃避个体责任提供了机会。第二,在合作中阶段,松散的组内监督导致部分同学,尤其是成绩偏低的同学,有意识地依赖其他小组成员从而逃避自己应有的责任。第三,在合作学习后阶段,对于个人的检测和相应的评价反馈并不总是及时、充分。以上的问题并不同时出现在一堂课当中,但是其中每一个的问题都会直接影响学生在英语阅读合作学习中的学习效果。依据以上问题,我们提出相应的解决建议,包括:建立教师合作小组,组织合作学习反思活动,分配分层任务,设立功能性小组角色,群体展示和具体评价等,希望能为改善个体责任在初中英语阅读课堂上的有效实现提供帮助。
[Abstract]:Cooperative learning, as a teaching theory and strategy system, has been applied to English classroom teaching in China since 1970s in America. The new curriculum reform advocates the use of cooperative learning to cultivate students' English learning ability. However, in recent years, the inefficiency of cooperative learning has attracted wide attention from researchers and English teachers. Teachers and students do not pay enough attention to individual responsibility in cooperative learning. The purpose of this study is to explore the status quo of individual responsibility in junior middle school English reading class, to find out the specific problems that lead to the lack of individual responsibility, and to give some suggestions to solve the problem. In this study, classroom observation, questionnaire and interview are used to analyze the realization of individual responsibility in the middle, middle and last stages of the cooperative activities in junior high school English reading classroom from the perspectives of teachers and students. 97 eighth graders and three teachers with experience in cooperative learning in Qingdao No. 57 Middle School participated in the study. This study uses Excel 2007 to carry on the statistics and the analysis to the data. The results show that the realization of individual responsibility in cooperative English reading learning in junior high school is not optimistic. The main problems that lead to the effective realization of individual responsibility are as follows: first English teachers and students have a weak awareness of individual responsibility in the pre-cooperative phase. At the same time, the fuzzy division of individual tasks and roles also provides an opportunity for students to evade individual responsibilities. Second, in the cooperation stage, loose group supervision leads some students, especially those with low grades, to consciously rely on other group members to evade their due responsibilities. Third, in the post-cooperative learning stage, the detection of individuals and the corresponding evaluation feedback are not always timely and adequate. The above questions do not appear in one class at the same time, but each of them has a direct impact on the learning effect of cooperative English reading learning. According to the above problems, we put forward the corresponding solutions, including: establishing teacher cooperation groups, organizing cooperative learning reflection activities, assigning hierarchical tasks, setting up functional group roles, group presentation and concrete evaluation, etc. It is hoped that it can help to improve the effective realization of individual responsibility in junior middle school English reading class.
【学位授予单位】：青岛大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2182139
[Abstract]:Cooperative learning, as a teaching theory and strategy system, has been applied to English classroom teaching in China since 1970s in America. The new curriculum reform advocates the use of cooperative learning to cultivate students' English learning ability. However, in recent years, the inefficiency of cooperative learning has attracted wide attention from researchers and English teachers. Teachers and students do not pay enough attention to individual responsibility in cooperative learning. The purpose of this study is to explore the status quo of individual responsibility in junior middle school English reading class, to find out the specific problems that lead to the lack of individual responsibility, and to give some suggestions to solve the problem. In this study, classroom observation, questionnaire and interview are used to analyze the realization of individual responsibility in the middle, middle and last stages of the cooperative activities in junior high school English reading classroom from the perspectives of teachers and students. 97 eighth graders and three teachers with experience in cooperative learning in Qingdao No. 57 Middle School participated in the study. This study uses Excel 2007 to carry on the statistics and the analysis to the data. The results show that the realization of individual responsibility in cooperative English reading learning in junior high school is not optimistic. The main problems that lead to the effective realization of individual responsibility are as follows: first English teachers and students have a weak awareness of individual responsibility in the pre-cooperative phase. At the same time, the fuzzy division of individual tasks and roles also provides an opportunity for students to evade individual responsibilities. Second, in the cooperation stage, loose group supervision leads some students, especially those with low grades, to consciously rely on other group members to evade their due responsibilities. Third, in the post-cooperative learning stage, the detection of individuals and the corresponding evaluation feedback are not always timely and adequate. The above questions do not appear in one class at the same time, but each of them has a direct impact on the learning effect of cooperative English reading learning. According to the above problems, we put forward the corresponding solutions, including: establishing teacher cooperation groups, organizing cooperative learning reflection activities, assigning hierarchical tasks, setting up functional group roles, group presentation and concrete evaluation, etc. It is hoped that it can help to improve the effective realization of individual responsibility in junior middle school English reading class.
【学位授予单位】：青岛大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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