专题讲座--高中英语课堂教学中的合作学习.doc

专题讲座高中英语课堂教学中的合作学习 Cooperative Learning in Senior English Classrooms 张玲棣 （北京教育科学研究院基础教育教学研究中心、中学高级） 本讲座将合作学习的基本理念和教师如何在课堂教学中运用合作学习的方法结合起来，希望教师在理论和实践两个方面均有所收获。 讲座分四个方面展开： 一、什么是合作学习？ Whats Cooperative learning ？ 二、为什么要进行合作学习？ Why do we use Cooperative learning ？ 三、合作学习的基本要素 Elements of Cooperative learning 四、课堂中的合作学习活动 Cooperative learning activities in classrooms 一、什么是合作学习？ Cooperative Learning 合作学习理论吸收了认知学派、行为主义学派和人本主义学派的思想，是指 “学生为了达到一个共同的目标或完成一个共同的任务，在规定的时间内，开展的小组活动的学习过程。” 学习中学生之间交互的三种基本方式： 竞争，看谁“最棒” 为实现个人目标，独立学习，完全不关注他人 合作学习，象关注个人的成就一样，关注同伴的学习 Without the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible. Ashley Montagu 没有全体社会成员的合作，这个社会就不能存在。人类社会的生存正是由于其全体成员的通力合作才使这生存成为可能. Ashley Montagu 合作学习 合作学习是一种成功的教学策略。以小型团队方式进行的合作学习能够使具有不同能力水平的每一位学生参与多样化的学习活动，提高他们对所学学科的理解。 二、为什么要进行合作学习？ 研究证明，在教学中进行合作学习，能够： 提升学生的学习能力和成绩水平 增强学生学习的持久性 提高学生对于学习体验的满意和成就感 帮助学生发展口头的交际能力 发展学生的社会交往能力 提高学生的自尊心 有助于提高学生形成乐观积极的态度 三、合作学习的基本要素 Elements of Cooperative Learning It is only under certain conditions that cooperative efforts may be expected to be more productive than competitive and individualistic efforts. Those conditions are： Positive Interdependence Face-to-Face Interaction Individual & Group Accountability Interpersonal & Small-Group Skills Group Processing 只有在一定的条件下，合作学习才比个人努力或人际竞争更加有效。这些条件是： 1积极和谐的氛围 每一位成员的努力对于小组的成功都是重要和不可缺少的 每一位成员在共同的努力中都具有独特的贡献（如：提供的资源，扮演的角色，承担的任务. ） 2面对面的人际交流 口头解释如何解决问题 把自己的所知教授给他人 核实双方对问题的理解 讨论目前所学的概念 将目前所学的概念与已知相联系 3个人和团队的责任感 保持团队规模。团队越小，每个成员的责任越大； 独立评价每位成员的工作； 记录每位成员对小组成就的贡献 小组成员之间分享个人所掌握的知识 个人和团队的责任感 4人与人、组与组间的交互技能 领导能力 做出决策 建立信任 相互交流 辩论技能 5有效的团队合作过程 讨论决定如何成功的达成目标并保持有效的合作关系 确保每位成员承担具体的任务和明确的责任 调整合作的进程，使之更加有效 四、课堂中的合作学习活动 1Round table brainstorming Task：Set up a word bank Everyday life (verb phrases get up, watch TV.) Each member writes down a verb phrase on the piece of paper. How many phrases? Sharing the information in class (listen) Enlarger the word bank (talk & write) 2Jigsaw 3Numbered Heads 4Think-Pair-Share During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. 5Stop the bus! All Ss need pencil and paper to play this game. The T writes a letter on the board, and shouts, “Start the bus.” The students then write down as many words beginning with this letter as they can think of. When the teacher shouts out, “Stop the bus!” everyone has to stop writing. The students all get one point for each word. The group that has the most words wins. 6Oh really? Practice for all tenses you have studied. With emphasis on the time to use each tense. Students must use a verb, and an expression of time for each. Student 1：“Yesterday, I bought a sandwich for lunch”. Student 2：“Oh really? I always buy a sandwich”. Student 3：“Oh really? I will probably buy one tomorrow”. Student 4：“Oh really? Look at me, I am buying one right now”. Student 5：I would have bought one yesterday, had I had the money (advanced student, 3rd conditional) and so on.then change the verb and go around again. 7Noun star Ss 1 writes nouns learned in the lesson. The group members write 4-5 nouns that relate to the noun If the group add pictures to the words, the sheets can be used in a classroom display. 8Verb star Cooperative Learning Activities in Classroom Ss 1 writes verbs learned in the lesson. The group members write the other parts of the sentence. Read the funny sentences in class. 9. There is/are game Show your students a picture. Ask students to write about the picture in groups, using “there is/are”. Share the sentences in class. There is a lake in the park. There are three boats on the lake. There are some people playing in the park. There is a man who is wearing a blue jacket, running along the lake. 10Storyline Give each student a sheet of paper and ask them to write the first sentence of his/her story at the top of the page. It may begin “Once upon a time.”if he/she likes. Then they pass their pages along to the next group members. That student reads the first sentence and adds one more to it to continue the story. Then he/she folds the top of the page backwards so only his or her own single sentence is visible and passes the page to the next one. That person writes one more sentence, folds the paper back to hide the previous sentences, and passes it along again. When the pages have passed through the entir