初中英语合作学习教学模式有效性研究

1、分类号密 级学 号 270699陕西师范大学硕士学位论文题目:初中英语合作学习教学模式有效性研究作 者 杨晓皎指导教师 王茂金 教 授学科专业 外国语言学及应用语言学提交日期 二一年六月A Study of Effectiveness of Cooperative Learning Mode inJunior Middle English TeachingByYang XiaojiaoA ThesisSubmitted to the School of Foreign LanguagesIn Partial Fulfillment of the Requirements for the Deg

2、ree ofMaster of Arts in Foreign Linguistics and Applied linguisticsShaanxi Normal UniversityJune 2010学位论文独创性声明本人声明所呈交的学位论文是我在导师的指导下进行的研究工作及取得的研究成果。尽我所知，除文中已经注明引用的内容外，论文中不包含其他个人已经发表或撰写过的研究成果，也不包含为获得陕西师范大学或其它教育机构的学位或证书而使用过的材料。对本文的研究做出重要贡献的个人和集体，均已在文中作了明确说明并表示谢意。 作者签名： 日期：学位论文使用授权声明本人同意研究生在校攻读学位期间论文工作的

3、知识产权单位属陕西师范大学。本人保证毕业离校后，发表本论文或使用本论文成果时署名单位仍为陕西师范大学。学校有权保留学位论文并向国家主管部门或其它指定机构送交论文的电子版和纸质版；有权将学位论文用于非赢利目的的少量复制并允许论文进入学校图书馆、院系资料室被查阅；有权将学位论文的内容编入有关数据库进行检索；有权将学位论文的标题和摘要汇编出版。 作者签名： 日期：ACKNOWLEDGEMENTSI would like to take this opportunity to express my sincere gratitude to the follow people who have help

4、ed me both directly and indirectly in completing this thesis.First of all, I am most grateful to my supervisor Professor Wang Maojin from Shaanxi Normal University, who took much time from his busy schedule to read through my draft patiently and provide insightful comments as well as instructive sug

5、gestions. Without his effective guidance, good advice and kind encouragement, the completing of this thesis would have been impossible.Second, I will give my thanks to all my teachers of the English Department of Shaanxi Normal University, including Professor Zhang Sirui, Professor Tian Bin, Profess

6、or Zhang Jingyu, Professor Wang Wen, Professor Wei Li, Professor He Junjie, Professor Hou Yuhai, Professor Yang Ming, Professor Xu Zhonghui, Professor Dai Jiguo and so on, for their excellent lessons during my three-year study.Third, I should also express my gratitude to the teachers in Xian Gao Xin

7、 No. 1 Middle School, including Li Mei, Sun Yuan, Ding Weiling, Yang Minling, Cao Xiaolong and so on for their good advice. My thanks also extend to the students to whom I give the questionnaire and implement the cooperative learning.IAbstractIn traditional English class, teacher-centered has been a

8、 common phenomenon. Teachers spend too much time and energy explaining and analyzing the material instead of training students communicative competence while students have less time to practice. Thus, most students are very passive, less responsive and reluctant to follow teachers teaching procedure

9、. Gradually, the students do not want to think over the knowledge, while they are just waiting for the teachers explanations. So it is difficult for them to enjoy their learning. In fact, the aim of the junior English class is to stimulate and cultivate students interest to English, make students ma

10、ster a certain language knowledge and basic skill, foster students ability of using language and communication, and develop their intelligence and personality.New English Curriculum Standards requires that teaching should be focused on students and students development and it advocates the task-base

11、d teaching model in which students complete the task objective by means of perception, experience, practice, participation and cooperation under the help of teachers.Cooperative learning is a kind of new teaching mode and it advocates that students should be cultivated to autonomous learners. Studen

12、ts are expected to change and exceed themselves in cooperative learning. In the course of cooperative learning, students are supposed to adjust their emotion and strategies in order to form a positive learning attitude. Under cooperative learning, students are supposed to finish a certain task and t

13、hey are offered opportunities to use the language and communicate with each other. Teachers should develop students language skills in listening, speaking, reading and writing. The most important thing is to develop students abilities of communication, consulting and cooperation. Cooperative learnin

14、g not only aims at emphasizing the development of cognitive aspects but also concerns more about the learning process of students emotional experience, cognitive and affective skills, which can achieve a variety of teaching objectives of the cooperation. In addition, cooperative learning can stimula

15、te students interest and enthusiasm to learn, cultivate teamwork spirit and cooperative abilities. Whats more, cooperative learning can increase students self-confidence and self-esteem.IICooperative learning has been a focus learning theory and widely promoted and used all over the world, which cau

16、ses a series of education reform. In cooperative learning, the achievement of the whole groups goal is based on the accomplishment of the individuals tasks in a group. Sub-group's success and reward depend on the concerted efforts, mutual encouragement and assistance of members, so that there wi

17、ll be a motivation within the group. In the group learning activities, the team members are liable to share personal responsibility, self-study, and then, through an interactive cooperation they discuss and exchange different understanding together to reach a consensus. Students encourage each other

18、, and discuss together to create a new more creative learning method, learning pespective and learning outcomes.In her research, the author did a lot of preparation, such as group building, group norms and group assessment in the course of her teaching. Then she made a detailed analysis and explanat

19、ion in the form of questionnaire investigation from one of the classes she taught. The questionnaire was about the students learning habit, attitudes towards English, interest and motivation to learn English, social abilities, self-confidence and their attitudes and feelings to cooperative learning.

20、The author analyzed the data she collected with the help of SPSS. The result indicates that cooperative learning plays a role that cannot be ignored in junior middle school. It can improve students achievement of English and it is proved that the more active the students are in cooperative learning,

21、 the higher score they will gain in the exam. Cooperative learning also helps the students promote their self-confidence and develop their social communication skills.Key words: junior middle school, English teaching, cooperative learningmode, effectiveness, New English Curriculum StandardsIII摘 要在传统

22、英语教学中，教师为中心已经成为一个普遍的现象。教师花费了大量的时间和精力去解释和分析教材而不是培养学生的交际能力。学生只有少量实践的时间。因此，大部分学生很被动，缺乏责任感，甚至不情愿跟随老师的教学步骤。渐渐地，学生不愿意动脑思考他们所学的知识点，而他们只是在等待教师给他们讲解。所以学生很难做到享受学习。事实上，初中英语课堂的目标在于刺激和鼓励学生对英语学习的兴趣，使学生掌握一定的语言知识和基本技能，培养学生使用语言和交际的能力，以及发展学生的智力和个性。英语课程标准要求：“教学应该以学生和学生的发展为中心，提倡任务型教学模式，让学生在教师的指导下，通过感知，体验，实践，参与和合作等方式实现任

23、务的目标。”合作学习是一种新的教学模式，它主张教师应该把学生培养成自自主学习者。同时，学生也期待在合作学习这种新的教学模式下他们能够改变和超越自己。在合作学习过程中进行情感和策略调整，以形成学生积极的学习态度。在合作学习模式下，教师向学生提供使用语言和与他人交际的机会，并且学生要完成一定的任务。在这个过程中，教师要发展学生的听，说，读，写的技能，最重要的是要发展学生交际，咨询和合作的技能。合作学习不仅旨在强调认知方面的发展，而且还注重学生的情感技能的学习过程，这样可以达到合作教学目标的多样化。合作学习能够激发学生对英语学习的兴趣和热情，培养小组合作精神和技能。另外，合作学习能够增强学生的自信心

24、和自尊心。合作学习已经成为一种被全世界广泛提倡的学习理论，并引起了一系列的教育改革。在合作学习中，小组共同目标的达成是基于所有小组成员个体学习任务完成的之上的，小组集体的成功，奖励要靠成员的共同努力，相互激励和帮助，这样在小组内部就有了共同的动机。在小组合作学习活动中，小组成员分担个体责任，自我学习，讨论和交换不同的意见以达成共识。学生互相鼓励，一起讨论以便形成一种新的更有创造性的学习方法，学习观和学习成果。笔者在实施合作学习教学中做了大量的准备工作，比如小组的组建，小组的规则以及小组的评价。通过问卷调查的方式，笔者对她所带的其中一个班级进行了调查结果的详细分析。问卷调查是有关于学生对英语的学

25、习习惯及态度，兴趣和动机，社会技能，自信心以及他们对合作学习的态度和感触。在SPSS 的辅助下，笔者对收集的数据做了详细的分析。实验结果表明合作学习在初中英语教学中有着不容忽视的作用。合作学习能够提高学生的英语成绩，而且实验证明，在合作学习中表现越积极的学生，在考试中会取得更高的分数。除此之外，合作学习还帮助学生提升他们的自信心和发展他们的社交技能。关键词： 初中，英语教学，合作学习模式，有效性，新课标Table of ContentsChapter Introduction. 11.1 The background of the research.11.2 The purpose of th

26、e study.31.3 The significance of the research.3Chapter Literature Review . 62.1 The study on cooperative learning abroad.62.2 The study on cooperative learning at home.10Chapter Theoretical Basis of Cooperative Learning. 123.1 Definition of Cooperative Learning.123.2 Theoretical Basis of Cooperative

27、 Learning.143.2.1 Social Interdepence Theory.143.2.2 Motivation Theory.153.2.3 Constructivism.163.2.4 Cognitive Elaboration Theory.173.3 Major Methods of Cooperative Learning.18Chapter Methodology. 224.1 Research Questions. 224.2 Participants and materials.224.3 Research procedures.234.3.1 Instructi

28、onal design on cooperative learning.234.3.2 A sample of reading lesson in cooperative learning class.294.4 Questionnaire.314.5 Data Collection.31Chapter Results and Discussion. 335.1 Results of the whole questionnaire.335.2 Results of each part of the questionnaire.365.3 Discussion.40Chapter Conclus

29、ion. 426.1 Major Findings.426.2 Limitations.436.3 Implications.446.4 Suggestions for Future Research.45REFERENCES . 47APPENDIX . 50Paper Published. 53List of TablesTable 4.1 Relationship between group size and frequency of members participation .23 Table 4.2 Group members roles and tasks in cooperat

30、ive learning24 Table 4.3 Arrangement of student seats in cooperative leaning class25 Table 4.4 Group norms25 Table 4.5 Scoring procedures for STAD and jigsaw26 Table 4.6 Quiz score sheet for STAD and jigsaw27 Table 4.7 Group evaluation28 Table 4.8 Record card in Class28 Table 5.1 Reliability Statist

31、ics33 Table 5.2 Correlation between overall average score and the final exam scores34 Table 5.3 Percentages of different answers to Question 1-1036 Table 5.4 Percentages of different answers to Question 11-2037 Table 5.5 Percentages of different answers to Question 21-3038 Table 5.6 Percentages of d

32、ifferent answers to Question 31-4038 Table 5.7 Percentages of different answers to Question 41-6539List of AcronymsSTAD Student Teams-Achievement DivisionsTGT Teams-Games-TournamentLT Learning TogetherGI Group InvestigationZPD The Zone of Proximal DevelopmentSPSS Statistics Package for Social Scienc

33、eChapter IntroductionChapter Introduction1.1 The background of the researchWith the rapid process of the whole globe, English has become a very important tool to communicate with each other. Especially in China, English education has been a must for all the students. Although most English learners k

34、now the importance of English and they are eager to learn it well, they always feel puzzled when they learn English. They have learned many useful words and phrases, but they are not able to use them well and naturally. When they need to communicate with others in English, they find they learned too

35、 little or they just learned some words. Obviously, they are lack of the ability of communication, which cannot meet the demand of the development of the society. This is not their fault, but the teachers. Due to the traditional teaching methodology, teachers are still the center of the class. They

36、devote their lives to English teaching but the result is unsatisfactory. Teachers help students acquire new knowledge, learn important skills and think about the knowledge already acquired from prior learning. In essence, this is academic learning, and although this type of learning is very importan

37、t, it doesnt represent the only goals for students. Teachers analyze the material instead of training students communicative compentence. Thus, most students are very passive, less responsive and reluctant to follow teachers teaching procedure. In a word, teachers spend too much time explaining whil

38、e students have less time to practice.As we all know, there are two stages of primary education in China: primary schools and junior middle schools. Chinese pupils begin to learn English at an early age. Many children learn English in kindergartens. Unfortunately, students are often placed in classr

39、oom situations where they have few opportunities to reap the benefits from interacting with others. Many students have learned English for many years, but they connot use it correctly. For many reasons, the quality of English teaching in the schools is still unsatisfactory. If students really want t

40、o learn the knowledge, they should be active in class. But to our disappointment, Chinese students are very passive in class. They do not want to think over the knowledge, while they are just waiting for the teachers explanations. They are just “good” listeners. So it is difficult for them to enjoy

41、their learning. They cannot get any achievement. In the traditional English class, the陕西师范大学硕士学位论文students learned and accepted knowledge passively and they seldom practiced or participated in class activities. On contrast, cooperative learning is a new teaching mode and it advocates that the studen

42、ts should be cultivated to autonomous learners. The students are expected to change and exceed themselves in cooperative learning.New English Curriculum Standards requires that teaching should be focused on students and students development. Students should be the center of the classroom and they ar

43、e supposed to participate and practice more in class. Teachers should try to train students study abilities. New English Curriculum Standards advocates task-based teaching mode in which students complete the task objective by means of perception, experience, practice, participation and cooperation u

44、nder the help of teachers. In the course of learning, students are supposed to adjust their emotion and strategies in order to form a positive learning attitude. Moreover, students ability of language use has been improved. It is said that we learn knowledge from the following ways: 10% of what we r

45、ead; 20% of what we hear; 30% of what we see; 50% of what we both see and hear; 70% of what is discussed with others; 80% of what we experience personally; 95% of what we teach someone else. Therefore, the students should engage themselves in learning if they want to master the knowledge. Besides, l

46、earning doesnt take place in a vacuum. Everything you know and will learn comes from your interaction with the outside world. And the interaction often takes place between you and one or more people. You learn from listening to them, reading what they write, observing them, and trying what they do (

47、Carol Carter, 2001. Working in groups can help students enhance their learning in many ways. They can benefit from shared knowledge, solidified knowledge, increased motivation and teamwork ability. Each student has his or her own knowledge. Students can learn from each other. It takes less time and

48、energy to have individual students pass on their knowledge to one another in a study group than for each of the students to learn all of the material alone. Moreover, group members dont just help each other gather knowledge; they also help each other solidify and retain it. When students study by th

49、emselves, they are accountable to themselves alone. But in a study group, the level of work and preparation is seen by others, which may increase students motivation. Besides, the more students cooperate with each other, the more they will build their ability to work well with others. Thus, cooperat

50、ive learning can not only help students learn academic content and skills, but also can emphasize the importance of social and human relations. Cooperative learning sets the stage forChapter Introductionstudents to learn very valuable collaboration and social skills that they will use throughout their lives.As a goal-oriented activity, cooperative learning promotes a comprehensive and balanced view o