發(fā)布時(shí)間：2024-12-25 22:08

　　小組合作學(xué)習(xí)這種教學(xué)模式被視為近十年來(lái)最重要且最成功的教學(xué)改革之一,頗受稱(chēng)贊。許多研究表明它能夠提高學(xué)生的學(xué)習(xí)成績(jī)。進(jìn)一步研究它對(duì)學(xué)生學(xué)習(xí)的影響,有助于我們深化對(duì)合作學(xué)習(xí)理論的理解,同時(shí)有助于改進(jìn)課堂教學(xué)效果。本研究基于最近發(fā)展區(qū)理論、馬斯洛的需求理論和教育工學(xué)理論,采用實(shí)驗(yàn)與問(wèn)卷相結(jié)合的設(shè)計(jì),探究以下兩個(gè)研究問(wèn)題:(1)小組合作學(xué)習(xí)會(huì)對(duì)九年級(jí)學(xué)生的英語(yǔ)成績(jī)產(chǎn)生什么影響?(2)小組合作學(xué)習(xí)會(huì)對(duì)九年級(jí)學(xué)生的情感產(chǎn)生什么影響?第一個(gè)研究問(wèn)題由實(shí)驗(yàn)解決,第二個(gè)研究問(wèn)題由問(wèn)卷解決。九年級(jí)兩個(gè)班的學(xué)生參加了實(shí)驗(yàn),每班40名學(xué)生。一個(gè)班為實(shí)驗(yàn)班,一個(gè)班為控制班。實(shí)驗(yàn)前,兩個(gè)班進(jìn)行了前測(cè)。兩個(gè)班的英語(yǔ)成績(jī)經(jīng)過(guò)獨(dú)立T檢驗(yàn)后表明兩個(gè)班無(wú)顯著差異。實(shí)驗(yàn)班還進(jìn)行了問(wèn)卷調(diào)查。三個(gè)月后兩個(gè)班進(jìn)行了后測(cè)。獨(dú)立T檢驗(yàn)顯示兩個(gè)班的英語(yǔ)成績(jī)有顯著差異。說(shuō)明干預(yù)手段有效,小組合作學(xué)習(xí)對(duì)學(xué)生的學(xué)習(xí)成績(jī)產(chǎn)生了積極影響。實(shí)驗(yàn)班還進(jìn)行了后測(cè)問(wèn)卷。前后問(wèn)卷數(shù)據(jù)配對(duì)T檢驗(yàn)后,每個(gè)維度都發(fā)生了顯著變化,表明小組合作學(xué)習(xí)對(duì)實(shí)驗(yàn)班學(xué)生的情感也產(chǎn)生了積極影響。這些研究結(jié)果對(duì)教學(xué)有一定的啟示:(1)教師可在教學(xué)中多采用小組合作學(xué)習(xí)的方式,根據(jù)教...

【文章頁(yè)數(shù)】：82 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Abbreviations
1. Introduction
    1.1 Research Background
    1.2 Research Significance
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
2. Literature Review
    2.1 Relevant Concepts
        2.1.1 Group Cooperative Learning
        2.1.2 Emotion
    2.2 Theoretical Basis
        2.2.1 The Zone of Proximal Development Theory
        2.2.2 Maslow’s Hierarchy of Needs Theory
        2.2.3 Classroom Instructional Technology Theory
    2.3 Researches on the Group Cooperative Learning Abroad and at Home
        2.3.1 Researches Abroad
        2.3.2 Researches at Home
        2.3.3 Limitations of Previous Researches
3. Research Design
    3.1 Research Aims
    3.2 Research Questions
    3.3 Participants
    3.4 Research Instruments
        3.4.1 Test paper
        3.4.2 Questionnaire
    3.5 Research Procedures
        3.5.1 Pre-test
        3.5.2 Pre-questionnaire
        3.5.3 Treatments
        3.5.4 Post-test
        3.5.5 Post-questionnaire
        3.5.6 Data Collection and Analysis
4. Results and Discussion
    4.1 Results and Discussion of the Students’Academic Achievement
        4.1.1 Results of the Students’Academic Achievement
        4.1.2 Discussion of Students’Academic Achievement
    4.2 Results and Discussion of the Students’ Emotions
        4.2.1 Results of the Students’ Emotions
        4.2.2 Discussion of the Students’ Emotions
5. Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of this Present Research
    5.4 Suggestions for the Future Research
References
AppendixⅠ Test paper
AppendixⅡ Questionnaire
AppendixⅢ A-week Group Competition Form
AppendixⅣ Self-evaluation Form
AppendixⅤ Group-evaluation Form
AppendixⅥ The Study Process Evaluation System
AppendixⅦ The Study Process Evaluation System
作者簡(jiǎn)介
附件



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