通过小组合作学习进行高中二年级英语词汇教学

论文摘要

词汇对于语言来说，就像建筑大楼时砖瓦所起的作用一样重要。词汇是语言学习中一个至关重要的部分。在繁重的课业负担下，英语教师所面临的问题是如何帮助学生有效地记忆和提取词汇。本文试图找到一种课堂词汇教学方法。基于对国内外关于词汇学习和习得文献的研究，以及对合作学习所做的深入探究，其中包括合作学习的定义、特点、优点、种类、使用原则和注意事项等，本文的作者希望证实通过小组合作学习进行高中课堂英语词汇教学有助于学生提高词汇掌握水平。本次实验的对象是来自于天津市第一百中学高二年级的两个理科班的学生。实验班通过合作学习进行词汇教学，对照班仍沿用传统方法教授词汇。实验前后各进行了一次词汇测试。实验数据用独立样本的Z检验进行了分析。后测数据分析结果表明两组之间存在显著性差异，从而证明通过小组合作学习进行高中课堂英语词汇教学能够有助于学生词汇记忆。

论文目录

• Abstract （English）
• Abstract （Chinese）
• Acknowledgements
• Chapter 1 Introduction
• 1.1 The importance of vocabulary
• 1.2 The requirement of senior high school students' vocabulary
• 1.3 The current situation of vocabulary teaching and learning in China
• 1.3.1 Problems in vocabulary teaching
• 1.3.2 Problems in vocabulary learning
• 1.4 The structure of this thesis
• Chapter 2 Literature Review
• 2.1 Vocabulary learning and acquisition
• 2.1.1 Research abroad
• 2.1.2 Domestic studies
• 2.2 Cooperative learning
• 2.2.1 Research abroad
• 2.2.2 Domestic research
• 2.3 Limitation
• Chapter 3 Cooperative Learning
• 3.1 What is cooperative learning?
• 3.2 Characteristics of cooperative learning
• 3.3 Benefits from cooperative learning
• 3.3.1 Promoting a positive attitude
• 3.3.2 Clarifying ideas and deepening understanding
• 3.3.3 Increasing persistence and the likelihood of success
• 3.4 Key principles of cooperative learning
• 3.4.1 Positive interdependence
• 3.4.2 Individual and group accountability
• 3.4.3 Face-to-face promotive interaction
• 3.4.4 Interpersonal and small group skills
• 3.4.5 Group processing
• 3.5 Types of cooperative learning
• 3.5.1 Teams-games-tournaments （TGT）
• 3.5.2 Student teams achievement of division （STAD）
• 3.5.3 Jigsaw
• 3.5.4 Learning together （LT）
• 3.6 Guidelines of organizing groups effectively
• 3.6.1 Group size
• 3.6.2 Group type
• Chapter 4 Experiment
• 4.1 Hypothesis
• 4.2 Subjects
• 4.3 Teaching material and target vocabulary
• 4.4 The time of the experiment
• 4.5 Data analysis
• 4.6 Controls and counterbalances
• 4.7 Word meaning assessment
• 4.8 Pretest
• 4.9 Preparations for the experiment
• 4.9.1 Fixing the scale of each team
• 4.9.2 Deciding the constitution of each team
• 4.9.3 Arranging the classroom setting
• 4.9.4 Teaching cooperative skills
• 4.10 Experiment procedures
• 4.10.1 Class presentation
• 4.10.2 Team practice
• 4.10.3 Games
• 4.10.4 Team award
• 4.11 Posttest
• Chapter 5 Discussion
• Chapter 6 Conclusion
• 6.1 Conclusion
• 6.2 Pedagogical implications
• 6.3 Limitations of this study
• 6.4 For further study
• References
• Appendix Ⅰ Word Assessment Ⅰ
• Appendix Ⅱ Word Assessment Ⅱ
• Appendix Ⅲ Scores of the experimental class for pretest
• Appendix Ⅳ Scores of the control class for pretest
• Appendix Ⅴ Scores of the experimental class for posttest
• Appendix Ⅵ Scores of the control class for posttest