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基于建构主义的合作学习在初中英语写作教学中的应用 ——以政和三中初二学生为例

【作者】 陈双妹

【导师】 唐炯;

【作者基本信息】 福建师范大学, 学科教学(英语)(专业学位), 2017, 硕士

【副题名】以政和三中初二学生为例

【摘要】 英语作为世界上使用范围最广泛的语言,它在未来的社会中发挥着更为重要的作用。众所周知,英语技能包含听、说、读、写等方面,掌握好这些方面的技能非常重要。目前,英语作为一门必修科目,成为了学生们学习的重要内容和科目之一,只有牢牢掌握这四个方面的技能,才能在未来的竞争中获得主动权,才能很好地与人交流沟通。写作能力作为一项重要的技能,其重要性是不言而喻的。但是,在目前的初中英语的教学中,教师往往把写作作为一项非重要能力,通常以课后作业的形式布置给学生,往往忽略了写作技能和写作思路的培养,只是一味地重视听、说能力得培养和教育。为了应对考试的压力,学生只在考试前草草背诵一些句式和短语,甚至范文,这样并不能很好的解决写作问题,为了更好地解决这个问题,本研究应用新的、有效的教学模式。所以,本研究以建构主义的理论为基础,用该理论来探索合作教学在初中英语写作教学中的应用。此研究以合作学习的形式展开,充分发挥学生的主观能动性和积极性,注重学生思维能力的培养,发扬学生的创新精神,从而提高英语写作教学的水平。本实验以建构主义的理论为指导和基础,阐述合作学习的概念,把理论与实践相结合,本研究阐述了国内外对合作学习的研究状况及我国目前初中英语写作教学的研究现状。这也为本研究的顺利实施提供了理论依据。笔者运用了一些教学实验的研究方法,旨在研究(或解决)基于建构主义的合作学习在初中英语写作教学中的应用的教学问题。试验的对象为笔者所任教的八年级9班和八年级10班的学生,两个班的英语水平在被测试之前基本一致,处于同一个水平。本研究以10班的50名学生为研究对象,以9班的47名学生作为比较对象,在实验班采用了合作学习的教学模式,在对照班仍然采用传统的教学法,研究结合问卷调查法,观察法、访谈法、研究情况对比法、榜样示范法和多媒体教学、录音录像法等对调查对象进行了研究。研究发现小组合作学习是学生积极主动学习的内驱力,合作学习培养了学生的参与意识,有利于学生身心发展,而且使因材施教成为可能。在小组合作学习模式中,教师不断反思总结、加强学习,教师不仅仅是知识的传播者,还通过教学研究,成为知识的创造者。与传统的写作教学相比,小组合作学习更加有趣,它运用互助合作的形式开展教学,增进了学生之间的友谊,也有利于师生关系的建立。在小组教学的过程中,学生的写作技能提升,成绩提高,而且活跃了课堂气氛,也培养了学生的写作思维。因此小组合作教学模式对于写作的长期培养和写作信心的增强具有重要的意义。10班的50名学生英语写作成绩进步较快,而且能够主动问老师关于写作方面的问题,课后同学之间也会互相讨论,形成了良好的班风和学风,这对于整个班级的发展都是极为重要的,不可忽视,所以,在今后的教学中,作者会继续推广合作教学的模式,深入研究。

【Abstract】 English is the most widely used language in the world. It will play a more important role in the future. We all know, English skills include listening, speaking, reading and writing, and it is very important to have a good understanding of these aspects. However, at present, as a compulsory subject English, English becomes important content and subjects in students’ study. Only students who can firmly grasp these four aspects of the skills can gain the initiative in the future competition as well as communicate with others well.This study is based on the theory of cooperative learning with the combination of the theory and practice, and expounds the theoretical basis of cooperative learning and the research status of cooperative learning home and abroad. Also, it includes the present research situation of English writing in junior high school. It provides a theoretical basis for the successful implementation of this research. In order to study or solve the application of cooperative learning in junior high school, it offers English writing teaching based on constructivism. The subjects of the experiment are ninety-seven students in Class Nine and Class Ten, Grade Eight. This study takes fifty students in Class Ten as the object of study, and takes forty-seven students in Class Nine as the control class of study. In the experimental class, the teaching mode of cooperative learning is used in the control class.It is found that the group cooperative learning is the driving force for students’ active learning and cooperative learning to cultivate the students’ sense of participation, which is conducive to the physical and mental development of students. Hence, it is possible to teach students in accordance with their aptitude. By means of the mode of cooperative learning, the teacher reflects and improves themselves. In this way, the teacher is not only the one who delivers knowledge to students, but also the creator of knowledge through teaching research. Compared with the traditional writing teaching, group cooperative learning is more interesting because it uses the form of mutual cooperation to teach, which promotes the friendship between students, but also help to establish harmonious teacher-student relationship. In the process of group teaching, students’ writing skills and performance have improved. Thus, the classroom atmosphere is pleasant. All these help to influence the students’ writing thinking. As a result, group cooperative teaching mode is significance for the long-term training of writing and building up confidence in writing. Fifty students in Class Ten not only made rapid progress in English writing, but also can take the initiative to ask questions about writing. After school, the students also go on discussing some related questions which helps to form a good atmosphere in study. In a word, the cooperation teaching mode can not be ignored in the future. Besides, the author will continue to promote cooperation teaching mode and make further efforts.

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  • 【网络出版投稿人】 福建师范大学
  • 【分类号】G633.41
  • 【下载频次】100
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