略谈英语课堂合作学习中的合理学习的策略.doc

略谈英语课堂合作学习中的合理学习的策略合作学习（cooperative learning）是目前世界上许多国家都普遍采用的富有创意和实效的教学理论和策略。由于它在改善课堂内的心理气氛，大面积提高学生的学业成绩，促进学生形成良好的非认知心理品质等方面实效显著，被人们誉为是“近十几年来最重要和最成功的教学改革”。合作学习是以学习小组为基本组织形式，系统利用教学动态因素之间的互动来促进学习，以团体成绩为评价标准，共同达成教学目标的活动。因此必须根据教学内容与学情合理分组。Cooperative learning ( cooperative learning ) is now widely used in many countries in the world of creative and effective teaching theory and strategy. Because of its improved psychological atmosphere in the classroom, a large area to improve the academic performance of students, promote students to form non cognitive psychological quality, the good actual effect remarkable, was hailed as the most important and successful teaching reform in recent ten years . Cooperative learning is a learning group is the basic organization form, system uses the interaction between the dynamic factors of teaching to enhance learning, group scores as evaluation standard, achieves the teaching goal together activities. Therefore must be based on the teaching content and students reasonable grouping.一、异质同组，平等竞争A, heterogeneous group, equal competition“组内异质，组间同质”是讨论得较多的一种分组形式。它的优势在于组间的平等，以及组内的优差互助，应该说在以往的英语合作学习中发挥了较大的作用。在课堂观察中我们发现：学优生因为英语知识掌握灵活，学习能力强，有一定的独立解决问题的能力，在小组合作中往往扮演小老师的角色，有较强的自我表现意识，因此更愿意独立学习。而学困生因为接受能力较弱，语言知识掌握有困难，在合作中往往处于旁听的地位，所以部分学困生对这种学习方式也抱着无所谓的态度。 Heterogeneity within the group, group homogeneity is discussed in a block form more. Its advantage lies in the equality between the groups, as well as within the group and mutual aid, it should be said to play a larger role in the previous English Cooperative learning. In the classroom observation we found: the students because English knowledge is flexible, strong learning ability, independent ability to solve the problem of the small, often play the role of the teacher in the group cooperation, have a stronger sense of self-expression, so are more willing to learn independently. The learning difficulties because accept ability, language knowledge is difficult, often in a central position in the cooperation, so the part of learning is also holding the attitude of indifference to this way of learning difficulties.因此在利用这种分组形式时，我们尽量避免优、困两者矛盾的产生。在布置学习任务时，要让组内的每位成员对完成学习任务有明确的目标并达成共识，培养学生小组的集体意识。作为教师，应该在前期做好班级学优生和学困生的分析，将平时关系较好的优、困生分在一组，以减少学习过程中带来的矛盾和分歧。另外，应根据具体的小组学习任务来选择分组形式，我们建议：在需要组间公平竞争时采用该分组形式。Therefore, in the use of this grouping form, we should try to avoid a superior, trapped between the two. In the arrangement of learning tasks, to make each member in the group have clear goals and reach a consensus to complete the task of learning, to cultivate students team collective consciousness. As a teacher, should do well in class students in the early and underachievers analysis, will usually good and poor students, in a team, in order to reduce the learning process brought the contradictions and differences. In addition, should choose grouping form, depending on the group task we suggest : the use of the packet in the form of the fair competition among groups at.【案例一】 case PEP 3 Unit 1 ，我们学习“A Lets talk”，在这个对话中，出场人物有3个，在整个对话中，A担任3句话的表演任务，B担任4句话的表演任务，C担任2句话的表演任务。这样的对话内容非常适合异质同组合作完成。学生在合作时很自然地根据内容的多少与英语水平进行分工，每位同学都能找到自己适合的内容进行表现，有效合作。PEP 3 Unit 1, we learned A Lets talk , in the dialogue, the characters of 3, in the dialogue, A served as the 3 words in performing that task, B served as the 4 words in performing that task, C served as the 2 words in performing tasks. This dialogue is very suitable for heterogeneous group collaboration. Students in cooperation naturally according to the contents of the number and level of English division, everyone can find their own suitable for the content of performance, effective cooperation.二、同质合作，融洽互助Two, homogeneous cooperation, harmonious cooperation同质为组，即把学习水平在同一层次的学生组合成一个小组，让他们在同一起跑线上进行公平竞争。在课堂观察中我们发现，按学习成绩组合的方式，学生程度均匀，在学习中相对平等，便于合作学习有效展开。Homogeneous group, namely the learning level at the same level students are combined into a group, let them on the same starting line to compete fairly. In the classroom observation we found, according to the study result of combinations of the homogeneous degree, students, relative equality in learning, facilitate cooperative learning effective deployment.这种“优优”、“中中”、“弱弱”组合，有利于教师开展分层教学，教师可以将更多的着眼点放在学困生组合中，为他们设计贴合实际的学习任务，在课堂教学中有更多的时间关注他们的学习，从而缩小两级分化。而在优生和中等生的组合中，教师更多的只需进行学习方法的指导和从旁协助。这样的分组方式，使英语课堂教学的目标更具层次性，学习形式更灵动，从而切实提高小组合作学习的效率。The good , in , weak combination, for the teachers in teaching, teachers can be more focused on students with learning difficulties in design, practical for their learning task, in the classroom teaching have more time to focus on their learning, thereby reducing the level two differentiation. And in the combination of gifted and average students, teachers more just learning method guidance and assistance. Grouped in such a way, make classroom teaching objectives more levels, more agile learning form, so as to improve the efficiency of cooperative learning groups.【案例二】 two casePEP 7 Unit 1 ，我们学习“A Lets talk”对话时，对话的核心内容就是提问“How do you go to school？”， 然后回答“I go to school by bus.”。PEP 7 Unit 1, we learned A Lets talk dialog, the core content of dialogue is How do you go to ask school? Then answered, I go to school by bus .这个时候将学生进行同质合作，学生就能根据2个人差不多的英语能力进行对话创编。This time the students were homogeneous cooperation, students can according to 2 people about English dialogue composition.学困生同质组： 这些学生能将本课中最基础的单词根据自己的出行情况进行替换，做到真实表达，正确运用。Weak-learners homogeneous groups: can the students will be the basis of the words is replaced according to their own travel, true expression, the correct use of.中等生同质组：这些同学还能加上always， usually，often，sometimes等时间副词，让出行的表达更加确切，对话的内容更加生动。Secondary students homogeneous groups: these students can add always, usually, often, sometimes and other adverbs of time, let travel expression more precise, the conversation more vivid.学优生同质组：在这组中，学生进行创造性发挥就有了很好的伙伴。有些小组加入了天气因素，例如“Its rainy . I go to school by bus.”有些小组加入了出行的同伴，例如“Usually I go to school by bus with my mother. Sometimes I go to school by car with my father.”这些都不是脱离学生实际的创举，都是学生把已有知识和新授内容的有机整合，正是同质的合作给了这些创作以最佳的土壤。Gifted students homogeneous group: in this group, the students of creativity have very good partners. Some teams joined the weather factors, such as It s rainy I go to school by bus. some group to join the travel companion, for example Usually I go to school by bus with my mother. Sometimes I go to school by car with my father. these are not from the students practical initiatives, are students to integrate existing knowledge and new contents, it is homogeneous cooperation to the creation of the best soil.三、自由组合，乐学活用Three, free combination, learn to use在教学内容受到学生兴趣爱好的影响时，我们会在课堂上，从普通分组格局中临时做调整，将具有同样的英语学习兴趣和研究取向的同学分在一组，发挥他们的团结协作精神，出色地完成各种学习任务。在课堂观察中我们发现，自由组合方式中，学生可以和兴趣爱好、学习成绩、学习习惯等接近的同学组合，关系融洽，合作中有更多的共同语言，能够和谐开展学习活动。Affected students interest in the teaching content, we will be in the classroom, from the ordinary grouping pattern temporary adjustment, will have the same interest in English learning and research orientation of the students in a group, play the spirit of unity and cooperation with them, complete a variety of learning tasks. In the classroom observation we found, free combination, students can and hobbies, learning achievement, learning habits, close to the students, harmonious relationship, have a common language more cooperation, can the harmonious development of learning activities.例如，PEP 6 Unit 2，我们学习“my favourite season”主题时，设计了一个小组合作的学习任务以“my favourite season”为主题创作一首配图小诗。这个时候教师告诉学生可以自由组合，学生就往往因为喜欢同样的季节而组成一个小组。在创作的时候就能因为共同的情感激发很多创作火花。For example, PEP 6, Unit 2, we learned my favourite season theme, design the learning task a group cooperation - with my favourite season as the theme of creating a pictorial poetry. The teacher told the students can be combined freely, students often because of loving the same season and form a group. In the creation of the time can cause the common feelings of many creative spark excitation.将“合作学习”引进小学英语课堂，创新了课堂形式和内容，热烈的气氛给课堂带来了无限的生机。教学原本就是师生间的默契合作，合作学习在强调教师主导作用的同时，更突出学生的主体作用，多种合作形式的结合使用充分开发和利用了教学中的人力资源，有利于培养小学生对英语的自学能力，训练学生的思维，培养学生课堂教学中的组织能力和人际交往能力，同