大学英语读写能力发展中合作学习法的作用

论文摘要

当今,合作越来越重要,合作学习也已提出很多年了。合作学习于20世纪60年代中期出现在美国,其目的是解决两个问题:一是克服传统教学的竞争结构的缺陷,另一个是改变紧张的种族歧视的局面。为此,美国研究人员和教育工作者一直在寻求许多方法,其中包括采用合作学习模式,来改变这种局面。通过合作学习,在校学生获得较高的学业、情感和社会等方面的成绩。学生大大增强了他们的自尊、自信和自立。各种族之间的关系大大改善,受到广泛赞扬。合作学习在二十世纪八十年代后期传入我国,并得到了行政人员、教育工作者以及从业人员广泛的关注,一些合作学习的方法,比如,拼图游戏法、共同学习法等方法也相继传入。并且合作学习内容已经在许多领域实施,比如语文、数学、英语、历史和其他学科。本文作者通过合作学习与大学英语读写能力发展的整合,说明合作学习对大学英语读写能力的发展能起促进作用。为了验证合作学习对大学英语读写能力发展的促进作用,本文作者进行了一项合作学习的实验。大学英语读写是个令人头痛的问题。老师花了几乎一半的上课时间来教词汇,几乎整堂课学生都未参与。费时多,收获小。另外,学生仅仅关心CET-4和CET-6的考试。因此,在大学英语读写教与学中合作方式的使用十分紧迫。参加这次实验的有2007级大学一年级非英语专业学生64人。进入大学时,他们参加了插班考试。然后他们被安排在两个班,一个是实验班,采用合作学习的方法,另一个是对照班,采用传统的学习方法。实验进行一个学期。学期初,两个班级的学生都进行了“前测”,结果表明这两个班的水平相当。同时进行了问卷调查,以了解两个班学生的学习状况。在学期结束时,进行了“后测”、问卷调查和访谈,以收集该研究的数据。对于两个结果,作者做了一个对比,以了解学生在实施合作学习后是否取得了进步,结果令人满意。合作课堂比传统课堂取得的学业成就更大。每个学生在不同程度上都取得了长足的进步,有良好的团队合作精神。在研究中还有一些令人不满意的问题。还有待进一步研究。学生还需要在合格教师的指导下学会一些人际关系以及相互合作。老师也需要学会如何在日常教学中整合合作学习。

论文目录

• 摘要
• Abstract
• 1 Introduction
• 1.1 Background of the present study
• 1.2 Current situation in the college English reading and writing class
• 1.3 Significance of the research
• 1.4 Organization of the thesis
• 2 Literature Review
• 2.1 Research of cooperative learning at home and abroad
• 2.2 Defining literacy and literacy development
• 2.3 Defining cooperative learning
• 2.4 Some major cooperative learning methods
• 2.4.1 Student Teams-Achievement Divisions
• 2.4.2 JigsawⅠand JigsawⅡ
• 2.4.3 Group Investigation
• 2.4.4 Learning Together
• 2.4.5 Cooperative Integrated Reading and Composition
• 2.5 Basic elements of cooperative learning
• 2.5.1 Positive interdependence
• 2.5.2 Individual accountability
• 2.5.3 Group processing
• 2.5.4 Face-to-face promotive interaction
• 2.5.5 Interpersonal and small group skills
• 2.6 Advantages of cooperative learning
• 2.6.1 Motivating students to learning
• 2.6.2 Raising students’autonomy
• 2.6.3 Creating a positive atmosphere
• 2.6.4 Enhancing students’critical thinking
• 2.6.5 Enhancing students’self-esteem
• 2.6.6 Fostering student interactions
• 3 Theoretical Basis
• 3.1 Social interdependence theory
• 3.2 Needs theory
• 3.3 Cognitive development theory
• 4 Methodologies
• 4.1 Purpose of this experiment
• 4.2 Subjects
• 4.3 Instruments and data collection
• 4.3.1 Testing
• 4.3.2 Questionnaires
• 4.3.3 Interviews
• 4.4 Instructional design
• 4.4.1 Preparation before forming groups
• 4.4.2 Grouping
• 4.4.3 Assigning the roles of the members in the group
• 4.4.4 Integrating the use of cooperative learning into teaching English literacy
• 5 Findings and Discussion
• 5.1 Result of the tests
• 5.1.1 Pre-test
• 5.1.2 Post-test
• 5.2 Result of the questionnaires
• 5.2.1 Analysis of result of questionnaireⅠ
• 5.2.2 Analysis of result of questionnaire Ⅱ
• 5.3 Result of the interviews
• 5.3.1 Students’perception about cooperative reading and writing
• 5.3.1.1 Cons and pros of cooperative learning as compared to traditional teaching methods
• 5.3.1.2 Benefits of cooperative reading and writing
• 5.3.2 Some suggestions about cooperative reading and writing
• 5.3.3 Reasons why some students don’t like CL
• 5.3.4 Opinions about reading and writing class from the control group
• 5.4 The role of cooperative learning in college students’literacy development
• 6 Conclusions and Suggestions
• 6.1 Conclusions
• 6.1.1 Effective learning in the cooperative reading and writing class
• 6.1.2 The important finding derived from the experiment
• 6.1.2.1 Change in the teacher’s role
• 6.1.2.2 Change in the students’role
• 6.1.3 The factors influencing cooperative learning
• 6.1.3.1 The choice of learning material
• 6.1.3.2 The teacher’s competence and concept
• 6.1.3.3 The students’competence and perception
• 6.2 Teaching implications of the study
• 6.2.1 Some benefits of CL
• 6.2.2 Some problems of CL
• 6.3 Suggestions
• References
• Acknowledgements
• Appendices
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4
• Appendix 5
• Appendix 6