發(fā)布時(shí)間：2018-05-19 15:04

  本文選題：小學(xué)英語 + 閱讀教學(xué)　； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：合作學(xué)習(xí)是通過學(xué)生的自主探究、組內(nèi)互助以及教師指導(dǎo)三方面相互配合,小組成員共同完成一定的學(xué)習(xí)任務(wù),從而促進(jìn)學(xué)生在認(rèn)知、情感和態(tài)度上積極發(fā)展的學(xué)習(xí)模式。已有研究表明,合作學(xué)習(xí)在提高學(xué)生學(xué)習(xí)興趣、營(yíng)造良好的課堂氣氛等方面作用顯著。研究者通過梳理合作學(xué)習(xí)的已有研究成果發(fā)現(xiàn),大部分研究主要探討合作學(xué)習(xí)在實(shí)踐過程中對(duì)閱讀教學(xué)的影響,并且從理論層面提出了一些措施等；這些研究大多采用量化的研究方法,鑒于合作學(xué)習(xí)在實(shí)際操作層面具有很強(qiáng)的不確定性以及復(fù)雜性,因此量化的方法會(huì)存在不足,而據(jù)此提出的策略方法是否具有可行性也無從考證。由此研究者采用質(zhì)性研究的方法,研究合作學(xué)習(xí)在實(shí)踐中可能會(huì)產(chǎn)生的問題,特別關(guān)注合作學(xué)習(xí)初始磨合期及過渡階段的具體操作環(huán)節(jié)。本研究的特點(diǎn)在于針對(duì)合作學(xué)習(xí)實(shí)踐問題,立足真實(shí)的課堂教學(xué)案例開展研究,其目的在于對(duì)合作學(xué)習(xí)實(shí)踐中出現(xiàn)的問題做出相應(yīng)的調(diào)整,并且進(jìn)一步觀察考證改進(jìn)措施是否有效,所以研究結(jié)果對(duì)小學(xué)高年級(jí)英語教師在開展英語閱讀教學(xué)時(shí)具有很好的指向性及實(shí)踐可操作性。本論文分為五部分：第一部分：導(dǎo)論。主要有問題的提出、研究?jī)?nèi)容、研究思路、研究方法以及關(guān)于合作學(xué)習(xí)和閱讀教學(xué)的文獻(xiàn)綜述。第二部分：核心概念和理論基礎(chǔ)。對(duì)合作及合作學(xué)習(xí)等核心概念進(jìn)行了界定；社會(huì)互賴?yán)碚摗��?dòng)機(jī)理論和認(rèn)知精確理論作為本研究的理論基礎(chǔ),也在該章進(jìn)行了闡述。第三部分：小學(xué)英語閱讀教學(xué)中合作學(xué)習(xí)的實(shí)踐問題研究設(shè)計(jì)。主要介紹了本研究的準(zhǔn)備階段、實(shí)施階段以及評(píng)價(jià)階段的研究設(shè)計(jì)。第四部分：小學(xué)高年級(jí)英語閱讀教學(xué)中合作學(xué)習(xí)的實(shí)踐問題研究。研究者在觀察了閱讀教學(xué)中合作學(xué)習(xí)初始磨合期的實(shí)踐案例后,從中發(fā)現(xiàn)了一些問題及可取之處,并且在操作環(huán)節(jié)針對(duì)問題進(jìn)行了調(diào)整,針對(duì)長(zhǎng)處繼續(xù)保持,最后觀察調(diào)整后合作學(xué)習(xí)相對(duì)穩(wěn)定期的成果,總結(jié)歸納合作學(xué)習(xí)運(yùn)行中問題產(chǎn)生的原因及相應(yīng)的調(diào)整措施。第五部分：研究結(jié)論與啟示。主要闡述在研究之后,研究者得出的結(jié)論與啟示：在合作學(xué)習(xí)的初始磨合期,需要特別關(guān)注小組成員的“程序”能力的培養(yǎng)；在合作學(xué)習(xí)的整體過程中,必須注意評(píng)價(jià)手段的有效性。從合作學(xué)習(xí)的準(zhǔn)備階段、初始磨合期,直到相對(duì)穩(wěn)定階段,每個(gè)環(huán)節(jié)都有教師需要著重注意的問題,在一些細(xì)小的方面更需要教師及學(xué)生在平時(shí)的合作學(xué)習(xí)過程中共同探索及努力。
[Abstract]:Cooperative learning is a learning model in which students cooperate with each other in three aspects: independent inquiry, mutual help within groups and teachers' guidance. Group members work together to accomplish certain learning tasks, thus promoting students' positive development in cognition, emotion and attitude. Previous studies have shown that cooperative learning plays a significant role in enhancing students' interest in learning and creating a good classroom atmosphere. By combing the existing research results of cooperative learning, the researchers find that most of the studies mainly discuss the impact of cooperative learning on reading teaching in the process of practice, and put forward some measures from the theoretical level. Most of these studies use quantitative research methods. In view of the uncertainty and complexity of cooperative learning at the practical operational level, there are shortcomings in quantification methods. However, it is impossible to verify the feasibility of the proposed strategy. Therefore, the researchers use qualitative research method to study the problems that may arise in the practice of cooperative learning, and pay special attention to the operation of the initial running-in period and the transitional stage of cooperative learning. The characteristics of this study lie in the study of cooperative learning practice, based on the real classroom teaching cases, the purpose of this study is to make corresponding adjustments to the problems in cooperative learning practice. The results of the study have good directionality and practical maneuverability in the development of English reading teaching for senior English teachers in primary schools. This paper is divided into five parts: the first part: introduction. The main problems, research content, research ideas, research methods and literature review on cooperative learning and reading teaching. The second part: the core concept and theoretical basis. The core concepts of cooperation and cooperative learning are defined, and social interdependence theory, motivation theory and cognitive precision theory are also discussed in this chapter. Part three: research and design of cooperative learning practice in primary English reading teaching. This paper mainly introduces the research and design of the preparation stage, the implementation stage and the evaluation stage of this study. Part four: a practical study of cooperative learning in senior English reading teaching in primary schools. After observing the practical cases of the initial running-in period of cooperative learning in reading teaching, the researcher finds out some problems and merits, and adjusts the operation links to the problems and maintains the advantages. Finally, the results of the relatively stable period of cooperative learning after adjustment are observed, and the causes of the problems in the operation of cooperative learning and the corresponding adjustment measures are summarized. The fifth part: research conclusion and enlightenment. The main conclusions and implications of the study are as follows: in the initial running-in period of cooperative learning, special attention should be paid to the cultivation of the "procedural" ability of the group members, and in the overall process of cooperative learning, Attention must be paid to the effectiveness of the means of evaluation. From the preparation stage of cooperative learning, the initial running-in period to the relatively stable stage, there are problems that teachers should pay attention to in every link. In some small areas, teachers and students in the normal cooperative learning process to explore and work together.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.31

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 董振;小組合作閱讀教學(xué)對(duì)小學(xué)高年段英語閱讀能力影響的研究[D];華中師范大學(xué);2014年

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本文編號(hào)：1910562