以合作学习策略为指导的中学英语写作教学

以合作学习策略为指导的中学英语写作教学 摘要：实验是在高一两个平行班A班和B班进行，其中A班实行以合作学习策略为指导的写作教学，B班不进行实验教学，教学目标是通过实验，证明以合作学习策略为指导的写作教学能更有效的提高中学生的英语写作能力。 关键词：合作学习 中学英语 写作教学 一、任务设计 在英语课堂上，你喜欢你老师授课时只用英语还是英语、汉语兼用？某英语杂志社就此话题邀请中学生发表看法。请你围绕“How do you prefer your English classes to be taught? In English only, or in both English and Chinese”这个问题，写一篇英语短文。 二、教学形式 教学形式主要有：讨论、合作、评价。 三、教学过程（Teaching procedures） Step 1 Task Assignment 围绕“How do you prefer your English classes to be taught? In English only, or in both English and Chinese”这个问题，写一篇英语短文。 （A班实行以合作学习策略为指导的写作教学，B班学生将之作为课堂作业独立完成。） Step 2.Pre-writing & Discussion Task: Divide SS of Class A into small groups (Group of 4 is ideal) for the group cooperation. And tell them the task. Meanwhile, encourage them to express as many views on the topic as they can. Its necessary to require them to write down their views. 小组分工寻找与话题有关的信息，相关要点乃至必要的句型。在小组讨论之后，各组还可派代表在全班进行讨论，通过相互沟通，互相启发，选择其中有意义、合乎要求的信息。这一环节，教师的主要任务是通过一些活动的设计与实施去激发学生的写作动机与积极性，激活学生与写作任务有关的知识网络，为高质量完成写作任务奠定基础。 Step 3 While-writing Task: Write a rough draft on your own, paying attention to the topic sentence: I prefer my English classes to be taught in both English and Chinese. / I prefer my English classes to be taught in English only. 学生在第一阶段经过相互交流，合作完成信息搜集任务，获得了较为丰富的写作材料，此时教师要求学生根据写作的需要，删选材料，重组信息，进行第一次语言输出，形成一篇语义基本连贯、有一定层次感的初稿。初稿写完后，进行自查，教师要求学生仔细重读一次初稿，看主题是否完整，内容是否全面，条理是否清晰，布局是否合理，逻辑是否连贯，有无语法错误或“汉式英语现象”等这一环节，教师的主要任务是监督，帮助和鼓励学生，让学生在宽松的环境下充分的表达自我。 Step 4 essay marking 在A班同学经讨论，合作完成自己的表达之后，教师将作文本收上来，并将B班同学独立完成的手稿一起，特请本人同组的老师进行批阅。结果发现A班同学的作文整体上大大优于B班同学的作文。特别是优等作文篇数居多，做到了内容完整，层次分明，论述主次分明，中心突出，理由充分；语言准确性与丰富性兼有：使用了高级词汇，同时也有复杂结构和句型的运用（不定式表目的；“it”作形式宾语；“with”结构；定语从句和倒装句等）；并且注意了句子之间与文段之间的逻辑关系。下面就是其中的一篇佳作，敬请欣赏： I prefer my English classes to be taught in English only. As everybody knows, the mastery of a language doesnt just mean the ability to write and read. To acquire this language, a pure English atmosphere is of vital importance. Only by using the language frequently can we have a good mastery of English. However, there are some disadvantages with this teaching method. It will be difficult for us to understand what the teacher means. As a result, we will focus too much on teachers words rather than their intended meaning. As an old proverb goes,“Little strokes fell great oaks”. With constant practice in and outside the classroom, we will be able to master English. And we will all find it quite rewarding to be taught in English only. 而B班同学的作文自己独立完成，大部分都存在内容不完整，句型表达上明显单调，语言准确性不够，并存在有“汉式英语现象”等。，下文所体现的： I prefer my English classes to be taught in both English and Chinese. Some people think it is not the best way to learn English because the atmosphere of English is not high. But I think, we learn English batter, the most important thing is easy to learn. If we learn English step and step slowly, it is nothing serious. We can understand English clear which we have studied. And if we have a problem with English, we can ask the teacher where we dont very understand easy. So, taught in both English and Chinese is the batter. 此案例说明合作学习使他们集思广益，并从其他同学身上看到了从不同角度去思考问题，学习到了解决问题的方法。这也正是合作学习策略的魅力所在。 Step 5 Comment &Estimate. 教师将已批阅的作文返还给A班和B班学生，并引导学生共同分析带有普遍性的问题和一些典型性的错误，并及时进行讲评，及时将信息反馈给学生（有必要时给学生提供），使讲评具有时效性，让学生得到启迪，掌握写作技能，提高写作能力，使合作学习的效果得以升华。 四、结束语 总之，合作学习理论是西文教学理论的精华之一，它从关注知识的外部输入到关注内部生成，与当今的英语课改理念完全一致。当