初中英语合作学习教学模式有效性研究

分类号H319.3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AStudyofEffectivenessofCooperativeLearningModeinJuniorMiddleEnglishTeachingByYangXiaojiaoAThesisSubmittedtotheSchoolofForeignLanguagesInPartialFulfillmentoftheRequirementsfortheDegreeofMasterofArtsinForeignLinguisticsandAppliedlinguisticsShaanxiNormalUniversityJune2010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：ACKNOWLEDGEMENTSIwouldliketotakethisopportunitytoexpressmysinceregratitudetothefollowpeoplewhohavehelpedmebothdirectlyandindirectlyincompletingthisthesis.Firstofall,IammostgratefultomysupervisorProfessorWangMaojinfromShaanxiNormalUniversity,whotookmuchtimefromhisbusyscheduletoreadthroughmydraftpatientlyandprovideinsightfulcommentsaswellasinstructivesuggestions.Withouthiseffectiveguidance,goodadviceandkindencouragement,thecompletingofthisthesiswouldhavebeenimpossible.Second,IwillgivemythankstoallmyteachersoftheEnglishDepartmentofShaanxiNormalUniversity,includingProfessorZhangSirui,ProfessorTianBin,ProfessorZhangJingyu,ProfessorWangWen,ProfessorWeiLi,ProfessorHeJunjie,ProfessorHouYuhai,ProfessorYangMing,ProfessorXuZhonghui,ProfessorDaiJiguoandsoon,fortheirexcellentlessonsduringmythree-yearstudy.Third,IshouldalsoexpressmygratitudetotheteachersinXi’anGaoXinNo.1MiddleSchool,includingLiMei,SunYuan,DingWeiling,YangMinling,CaoXiaolongandsoonfortheirgoodadvice.MythanksalsoextendtothestudentstowhomIgivethequestionnaireandimplementthecooperativelearning.IAbstractIntraditionalEnglishclass,teacher-centeredhasbeenacommonphenomenon.Teachersspendtoomuchtimeandenergyexplainingandanalyzingthematerialinsteadoftrainingstudents’communicativecompetencewhilestudentshavelesstimetopractice.Thus,moststudentsareverypassive,lessresponsiveandreluctanttofollowteachers’teachingprocedure.Gradually,thestudentsdonotwanttothinkovertheknowledge,whiletheyarejustwaitingfortheteachers’explanations.Soitisdifficultforthemtoenjoytheirlearning.Infact,theaimofthejuniorEnglishclassistostimulateandcultivatestudents’interesttoEnglish,makestudentsmasteracertainlanguageknowledgeandbasicskill,fosterstudents’abilityofusinglanguageandcommunication,anddeveloptheirintelligenceandpersonality.NewEnglishCurriculumStandardsrequiresthatteachingshouldbefocusedonstudentsandstudents’developmentanditadvocatesthetask-basedteachingmodelinwhichstudentscompletethetaskobjectivebymeansofperception,experience,practice,participationandcooperationunderthehelpofteachers.Cooperativelearningisakindofnewteachingmodeanditadvocatesthatstudentsshouldbecultivatedtoautonomouslearners.Studentsareexpectedtochangeandexceedthemselvesincooperativelearning.Inthecourseofcooperativelearning,studentsaresupposedtoadjusttheiremotionandstrategiesinordertoformapositivelearningattitude.Undercooperativelearning,studentsaresupposedtofinishacertaintaskandtheyareofferedopportunitiestousethelanguageandcommunicatewitheachother.Teachersshoulddevelopstudents’languageskillsinlistening,speaking,readingandwriting.Themostimportantthingistodevelopstudents’abilitiesofcommunication,consultingandcooperation.Cooperativelearningnotonlyaimsatemphasizingthedevelopmentofcognitiveaspectsbutalsoconcernsmoreaboutthelearningprocessofstudents’emotionalexperience,cognitiveandaffectiveskills,whichcanachieveavarietyofteachingobjectivesofthecooperation.Inaddition,cooperativelearningcanstimulatestudents’interestandenthusiasmtolearn,cultivateteamworkspiritandcooperativeabilities.What’smore,cooperativelearningcanincreasestudents’self-confidenceandself-esteem.IICooperativelearninghasbeenafocuslearningtheoryandwidelypromotedandusedallovertheworld,whichcausesaseriesofeducationreform.Incooperativelearning,theachievementofthewholegroup’sgoalisbasedontheaccomplishmentoftheindividuals’tasksinagroup.Sub-group'ssuccessandrewarddependontheconcertedefforts,mutualencouragementandassistanceofmembers,sothattherewillbeamotivationwithinthegroup.Inthegrouplearningactivities,theteammembersareliabletosharepersonalresponsibility,self-study,andthen,throughaninteractivecooperationtheydiscussandexchangedifferentunderstandingtogethertoreachaconsensus.Studentsencourageeachother,anddiscusstogethertocreateanewmorecreativelearningmethod,learningpespectiveandlearningoutcomes.Inherresearch,theauthordidalotofpreparation,suchasgroupbuilding,groupnormsandgroupassessmentinthecourseofherteaching.Thenshemadeadetailedanalysisandexplanationintheformofquestionnaireinvestigationfromoneoftheclassesshetaught.Thequestionnairewasaboutthestudents’learninghabit,attitudestowardsEnglish,interestandmotivationtolearnEnglish,socialabilities,self-confidenceandtheirattitudesandfeelingstocooperativelearning.TheauthoranalyzedthedatashecollectedwiththehelpofSPSS.Ther