双主互助学案式中学英语教学模式实践研究.doc

双主互助学案式中学英语教学模式实践研究曹宗清重庆市朝阳中学（重庆市北碚区嘉陵村1号 400715 电话A Study of Interactive Double-centered English Teaching Model Based on Learning Plan in Middle SchoolCao Zong-qingSupervisorZhang Wei-shengA Thesis Submitted inPartial Fulfillment of the Requirements for the Degree ofB. A. in EnglishSCHOOL OF FOREIGN LANGUAGESSOUTHWEST UNIVERSITYMay, 2012AcknowledgementsOn the completion of this paper, I would like to extend my deep appreciation to my supervisor Mrs. Zhang Wei-sheng. This paper is accomplished under her inspiration and enlightenment. I am greatly indebted to her for her valuable suggestion, incisive comments, insightful feedback and her generosity in spending her precious time revising the drafts of this paper. Without her great help and tireless guidance, this paper would never have been completed. I also wish to express my thanks to my teacher, Mr. Jiang Ci-mei, vice-president of Chongqing Sun Yat-Sen Foreign Language School. Its he who made me start to think of this new English teaching model and gave me great help on my way to find resolution to solving some problems of this English teaching model. I have to give my best wishes to my dear students in Sun Yat-Sen Foreign Language School and in Chongqing Chaoyang Middle school. Thank all of you for your cooperation and support.Finally, a deep sense of gratitude goes to my beloved parents, who always give me support and constant inspiration.ContentsAbstracti内 容 摘 要ii1. Introduction12. Theoretical Bases of This English Teaching Model32.1 Learner-centered Theory32.2 Cooperative Learning Theory32.3 Constructive Learning Theory42.4 Task Based Learning52.5 Confucius teaching thoughts52.6 Psychological principle62.7 Practice effect73. The Basic Processes of Interactive Teaching Model83.1 The Teacher Making Learning Plan before Class83.1.1 Learning Plan and Teaching Plan93.1.2 Three Main Function Orientations of Learning Plan103.1.3 The Basic Principles of Learning Plan103.2 Students Completing Leaning Plan before Class113.2.1 Students Should Be Accustomed to the Change of Role123.3 Presentation in class123.3.1 The Teacher Should Be Accustomed to the Change of Role133.3.2 Parents Should Be Accustomed to the New Way of Class Organization133.3.3 Assessment System143.4 Mini-conclusion in Class153.5 Exercise after Class153.6 Team Construction Model164. Conclusion17References18Appendix A 初二11班英语互助合作学习记录表20Appendix B 初二11班组内背书记录表21Appendix C 初二11班英语听写补写情况记录表22Appendix D 初二11班考试补考情况记录表23Appendix E 仁爱版八年级下册Unit 6 topic 3 (学案)24Appendix F 学案相关教材29A Study of Interactive Double-centered English Teaching Model Based on Learning Plan in Middle SchoolAbstractInteractive double-centered English teaching model based on learning plan, formed under the guidance of several language teaching and language learning theories, such as constructivism learning theory, task-based learning, cooperative learning theory and Confucius teaching thoughts, being concentrating on learning plan and carried out by groups, can make up some traditional English teaching shortcomings. The Interactive double-centered English teaching model focuses on communications between instructors and students, especially among students. Double-centered embodies both the teachers leading role and the main body of students self-control, self-learning, self-teaching and self-supervision in class. Group-cooperation gives students chances to communicate within their own group, to find partners easily, to finish tasks, and to supervise themselves consciously without the teachers participation. As the main clue in the whole teaching course, learning plan is flexible and adjustable.This paper covers theoretical basis of this teaching model and its essential steps according to the authors own teaching experiences, and analyses one typical case and its objective and subjective elements. Key words: Double-centered; Interactive; Learning plan; English Teaching Model; Middle School 双主互助学案式中学英语教学模式实践研究曹宗清西南大学外国语学院，重庆 400715内 容 摘 要双主互助学案式教学模式以构建主义，任务教学法和合作学习理论为依据，借鉴中国古代儒家教学思想；以学案的制作和课堂节奏的控制体现教师主导性；以学生独立预习、课堂自我讲解、自我评价和学习过程自主管理，切实以学生为中心，体现学生的主体性。课外采取“互助合作”的学习方式，学优生带动学困生，学优生促进学困生，学优生相互学习、相互监督。导学案源于教材而有别于教材，达到教材与学材有机结合，做到“用教材教”而不是“教教材”的教学理念，以班情制定合适的学习方案，以学情的变化适时调整学案，以学生成绩确定学材的层次性，使得导学案具有较强的实用性、针对性和弹性，且贯穿整个单元教学过程，是教学活动的主线。以“小组合作”为主要教学管理方式，让学生在学习中有归属、有快乐、有分工、有团体、有目标、有竞争、有兴趣、有激情，运用在“补考”、“组内背书”、“听写补听”、“作业复查”、“笔记互查”等具体教学活动中，一定程度上减轻了教师的工作量，锻炼了学生“自主学习，自主管理”的能力，弥补了传统英语教学中的诸多问题。此教学模式或类似于此的教学模式在全国部分地区已经小范围试点，初见成效。笔者近一年的教学实践显示其具有可操作性。在实践中，由于校情、学情、师资以及地区的差异性等内在和外在原因，此模式又不能硬搬硬套，有待于广大教育工作者在教学实践中个性化创造性地继续探讨完善。关键词：双主互助；学案模式；中学英语教学；个性化A Study of Interactive Double-centered English Teaching Model Based on Learning Plan in Middle School1. IntroductionInteractive English teaching has many specific forms in different teaching situations, while all of the interactive teaching activities have the same theme, which focuses on communications and mutual learning between instructors and students or among students. Joelle D. Elicker and Nicole L. McConnell (2011) showed that double-centered emphasizes both the leading role of the teacher and the main body of students and stresses the two-way communication between teachers and students. In the process, teachers should pay full attention to students subject status, arouse students enthusiasm, initiative and creativity and make students involved in the teaching activities to participate active exploration and bold innovation through cooperation and interaction between the teacher and students, so as to achieve the objectives and complete tasks. The teacher is a guide, supporter, collaborator and participant; students are the actual actors according to Lisa J. Ward and Kath Padgett, (2012). English teaching in China has met many bottle-necks for a long time, such as low learning efficiency compared with the high cost of English learning, little enthusiasm and even sleepy in English classes, Wu (2010) suggested; most importantly, some comprehensive abilities have been depressed in humdrum classes, such as the ability of expression, the spirit of cooperation and exploration. With the formulation of New English Course Standards, the reforms and changes of English teaching have become a necessity and gotten a tangible direction. In recent years, increasing numbers of English teachers have been looking for ways to change the traditional forms of instruction. They have sought ways to make the classroom more “student-centered” and investigated different ways in which students could play more active roles in discovering and processing knowledge. Recently, Zhang (2009) found that some successful cases of teaching reforms have come into being, such as Du Lang-kou middle school, Yuechang NO. 2 Middle school and Nanjing Modern school, and any of them has a unique teaching model which has made a great contribution to students integrated development. During my internship in Chongqing Sun Yat-Sen Foreign Language School, I started to contact and study interactive double-centered English teaching model, and then I found this teaching model could make up many blemishes of traditional English teaching; and during my own teaching practice in Chongqing Chaoyang Middle School, I put it into my own teaching and got a quite ideal result. However, there are still many unfathomed problems. Therefore, the research of interactive English teaching is very important and good for deeper study of English teaching.The English teaching model studied in this dissertation is mainly composed of learning plan, cooperative learning group and performance on the stage. Through the research of the three elements, the relationship among them, how they function properly and some considerations in practice will be covered. The main clue of applying learning plan is as the following. Students prepare leaning materials written by the teacher in advance, and present their prepared materials by representatives from their own group in proper forms, and then the teacher gives their performances a feedback or make-up. More details are as the following flow chart. By experiential summary method, case study method, the empirical research, literature research and observational method. The author tries his best to present the details and personal findings as to readers can put it into practice and provide some useful suggestions to perfect it. 2. Theoretical Bases of This English Teaching Model 2.1 Learner-centered Theory Learner-centered education places students at the center of education. It begins with understanding the educational contexts from which a student comes. It continues with the instructor evaluating students progress toward learning objectives. By helping students acquire the basic skills of learning, it ultimately provides a basis for life-long learning. It therefore places the responsibility of learning on students, while the instructor assumes responsibility of facilitating the competency-oriented, students education. Shamus Mehaffie, Thomas C. Gee, and William G. Larmer(1978) thought that this approach strives to be individualistic, flexible varied in methodology and not always constrained by time or place. Learner-centered theory also emphasizes the value of autonomy and collaborative learning. In classroom, student-centered teaching approach gives voice to students in their learning. The emphasis of foreign language teaching has shifted to students from teachers. Students should be more active in class instead of passively receiving information the teachers provide. Cloud, Nancy, and Lakin (2011) suggested that learner-centered has become the focus, and has been welcomed by English teachers and students.2.2 Cooperative Learning TheoryCooperative learning is a kind of teaching form, which requires students in some by 2 6 members of the heterogeneity of the group worked together on a learning activity, to complete the study task.Students learning goals may be structured to promote cooperative, competitive, or individualistic efforts. In contrast to cooperative situations, competitive situations are ones in which students work against each other to achieve a goal that only one or a few can attain. In competition there is a negative interdependence among goal achievements to some degree; students perceive that they can obtain their goals if and only if the other students in the class fail to obtain their goals. The result is that students either work hard to do better than their classmates, or they take it easy because they do not believe they have a chance to win. In individualistic learning situations students work alone to accomplish goals unrelated to those of classmates and are evaluated on a criterion-referenced basis, according to Ning and Huiping (2011). Students goal achievements are independent; students perceive that the achievement of their learning goals is unrelated to what other students do. The result is to focus on self-interest and personal success and ignore as irrelevant the successes and failures of others. This teaching model combines cooperation with competition. Students cooperate within their own group and compete against other group, however, which has little influence on the unity of the class in practice.2.3 Constructive Learning TheoryConstructive learning theory is a philosophy which enhances students logical and conceptual growth. The underlying concept within the constructivism learning theory is the role which experiences or connections with the adjoining atmosphere play in students education.The constructive learning theory argues that people produce knowledge and form meaning based upon their experiences. Two of the key concepts within the constructivism learning theory which create the construction of an individuals new knowledge are accommodation and assimilation. Assimilating causes an individual to incorporate new experiences into the old experiences. This causes the individual to develop new outlooks, rethink what were once misunderstanding, and evaluate what is important, ultimately altering their perceptions. Accommodation, on the other hand, is reframing the world and new experiences into the mental capacity already present. Individuals conceive a particular fashion in which the world operates. When things do not operate within that context, they must accommodate and reframe the expectations with the outcomes.The role of teachers is very important within the constructivism learning theory. Instead of giving a lecture, the teachers in this theory function as facilitators whose role is to assist, the student when it comes to their own understanding, according to Olivares and Rafael A (2002). This takes away focus from the teacher and lecture and puts it upon students and their learning. The resources and lesson plans that must be initiated for this learning theory takes a very different approach toward traditional learning as well. Instead of telling, the teacher must begin asking. Instead of answering questions that only align with their curriculum, the facilitator in this case must make it so that students come to the conclusions on their own instead of being told. Also, Fu (2010) showed that teachers are continually in conversation with students, creating the learning experience that is to new directions depending upon the needs of students as the learning progresses. Teachers following Piagets theory of constructivism must challenge students by making them effective critical thinkers and not being merely a “teacher” but also a mentor, a consultant, and a coach.2.4 Task Based LearningTask-based learning is advantageous to students because it is more student-centered, allows for more meaningful communication, and often provides practical extra-linguistic skill building, according to Jeremy Harmer (2009). As the tasks are likely to be familiar to students (e.g. visiting the doctor), students are more likely to be engaged, which may further motivate them in their language learning.Additionally, tasks promote language acquisition through the types of language and interaction they require. Although the teacher may present language in the pre-task, students are ultimately free to use what grammar constructs and vocabulary they want. This allows them to use all the language they know and are learning, rather than just the target language of the lesson. On the other hand, tasks can also be designed to make certain target forms task-essential, thus making it communicatively necessary for students to practice using them. In terms of interaction, information gap tasks in particular have been shown to promote negotiation of meaning and output modification.2.5 Confucius teaching thoughtsAs the founder of teaching theory in the ancient times, Confucius had established a great deal of particular views of his own teaching thoughts. However, he hadnt turned his thoughts into a formal theory. It was his students who had done a lot to change his ideas into a traditional and vast educational system according to the twenty passages of separate ideas from Lunyu. It is quite valuable to make a further study of these ideas in the modern education and search for the function of Confucius teaching ideas from his advice on how to teach.Confucius said, “Study without thought is labor lost; thought without study is dangerous.” When referring to his own way of learning, he said “To hear much, select what is good, and follow it;” Thus he saw learning as a process of observation of some type of subject matter whether it be books, objects, or people, followed by reflection, that somehow changed one. He saw learning as a highly personal and therefore, highly individual activity. He seemed to feel once awakened by any kind of real learning; this process would be repeated by students. Confucius XinTan teaching is widely spread. He often applies the form of dialogue to teach his students, which had gotten great achievement. Paying attention to students participation in classroom teaching is the most important trend and the mark of modern teaching in the 20th century as well. From Confucius, we have found that students participation is the product of seeking democracy, justice and equal opportunity in the process of education, and also the ideal education has been after, whose goal is to promote students all-round development. So students participation in classroom teaching concerns such aspects as curriculum, teaching method, teaching principle, teaching strategy, classroom atmosphere and relationship between teacher and student according to Hu (2002).2.6 Psychological principleEdgar Dale (April 27, 1900March 8, 1985) was an American educationist who developed the Cone of Experience. He made several contributions to audio and visual instruction, including a methodology for analyzing the content of motion pictures. The more you get involved, the more you learn from the activity by Hu (2002). Here is the picture.Edgar Dale Cone of Learning(From /i?tn=baiduimage&ct=201326592&lm=-1&cl=2&word)At the top, the first kind of study waylistening, that is, the teacher talking in the front of the classroom and students listening, this kind of class form is the most familiar and the most commonly used method, while the study effect is the lowest, two weeks after the content of study can only leave 5%. The second, by the way of reading, retaining 10%. The third kind, with the “sound , picture” way to study, 20% left; the fourth, demonstration, 30% remembered; The fifth kind, discussion, 50% of the content remembered; The sixth, learning or practical practices, 75% reached; Finally, to teach o