高二学生英语写作合作学习实证研究

论文摘要

今天,英语写作在国际交流与合作中起着越来越重要的作用,新颁发的英语课程标准对高中生的写作水平也提出了更高的要求,达到八级水平。然而在目前的中学英语写作教学中存在诸多问题,比如,教师对写作教学重视不够,教师花大量的时间和精力批改学生作文中的语法错误而忽略对学生作文内容的评价,写作教学只重视结果,不重视过程等等。近年很多先进的教学理论被介绍到中国来,其中合作学习是目前世界上许多国家者普遍采用的一种富有创意和实效的教学理论与策略体系。所谓合作式学习,是指学生在由二至六人组成的小组中一起从事各种需要合作和相互支持的学习活动,共同完成老师分配的学习任务。它强调以学习者为中心,发挥师生之间,学生之间的互动,使学生能有效的学习,从而提高教学的质量和效益。因此,本文运用合作学习进行高中英语写作教学实证研究,试图对英语写作教学探索新路并提出一些建议,笔者从英语写作的重要性入手,通过教学实践和问卷调查的方式分析了高中英语写作的现状与问题。本研究以认知发展理论为基础,以期提高学生写作能力和英语写作教学效果。在此基础上进行实验并得出结论：合作学习这种形式比传统英语写作教学法更有利于提高学生写作水平和教学效果,能更有效促进英语写作教学的改革。由于一些局限性,本实验还未达到完满效果,还需要更多努力来为教学提供更有效的方法。

论文目录

• 摘要
• Abstract
• List of Tables
• Chapter 1 Introduction
• 1.1 Background
• 1.2 The Necessity of the Research
• 1.3 Layout of the Thesis
• Chapter 2 Literature Review
• 2.1 Review on Cooperative Learning
• 2.1.1 The Definition of Cooperative Learning
• 2.1.2 Elements of Cooperative Learning
• 2.1.3 A Brief History of Cooperative Learning
• 2.2 The Studies of Cooperative Learning Abroad and at Home
• 2.2.1 The Study of Cooperative Learning Abroad
• 2.2.2 The Study of Cooperative Learning in China
• 2.3 Studies of English Writing Teaching in China and Abroad
• Chapter3 The Empirical Study
• 3.1 Research Purpose and Questions
• 3.2 Subject
• 3.3 Instrumentation
• 3.4 Steps in the Activity
• 3.4.1 Pairing up the Students
• 3.4.2 Train Cooperative Writing
• 3.4.3 Pre-writing
• 3.4.4 Draft
• 3.4.5 Peer Feedback
• 3.4.6 Revising
• 3.4.7 Teachers' Evaluation
• 3.4.8 Publishing
• 3.5 Research Procedure
• 3.5.1 Questionnaire Ⅰ
• 3.5.2 Pre-test
• 3.5.3 Mid-test
• 3.5.4 Post-test
• 3.5.5 Questionnaire Ⅱ
• 3.6 Data and Analysis
• 3.6.1 Analysis of the Pre-test
• 3.6.2 Analysis of the Mid-test
• 3.6.3 Analysis of the Post-test
• Chapter 4 Pedagogical Implication
• 4.1 Features of Cooperative Learning in English Classroom
• 4.1.1 Attempting to Create a Learner-centered Teaching and Learning Process
• 4.1.2 Emphasizing on Completing Tasks in Target Language. by Cooperation
• 4.1.3 Enhancing Meaningful Negotiation in English Contexts
• 4.1.4 Providing Learning by Doing Opportunities Learners
• 4.2 Feasibility of Cooperative Learning in English Teaching
• 4.2.1 In Accord with the Characteristics of English Teaching
• 4.2.2 Matching students' learning styles
• 4.2.3 To be suitable for Features of English Teaching Material
• 4.3 The Construction of Cooperative Learning in English Writing Classroom
• 4.3.1 Design Cooperative Learning Tasks
• 4.3.2 Shifting the Roles of the Teachers
• 4.3.3 Roles of Students
• 4.3.4 The Procedures of Cooperative Learning in Classroom
• 4.3.5 The Assessment of Cooperative Learning
• Chapter 5 Conclusions
• 5.1 Main Findings
• 5.1.1 Findings Concerning the Students
• 5.1.2 Findings Concerning the Teacher
• 5.2 Limitations and Suggestions for Further Study
• References
• Appendix A
• Appendix B
• Acknowledgements