大学英语大班教学环境下合作学习效果研究

论文摘要

随着经济日益发展,各国间交流日益频繁,英语作为国际语言,其地位和作用日益显著。进而对大学英语教学的研究提出新的,更高的要求。专家学者们虽然在英语教学方法方面不断进行改革,但效果不很理想。尤其是近年来的扩招,更使大学英语教学面临极大的挑战。生源不断增加,师资相对匮乏,导致英语课的人数逐渐增多。因此,如何提高大班英语教学质量是师生们最关心的问题,这也是本研究的最终目的。显然,传统的以教师为中心的授课方法不能适应时代发展的需要。此时,合作学习方法受到普遍关注。合作学习的理论和方法已经得到深入的研究,并在世界许多国家普遍使用。合作学习方法的核心是以小组活动为主要形式,强调以学习者为中心,老师担任设计者、指导者和监督者等角色。本研究进行了为期16周的实验,通过问卷、测试、访谈和课堂观察等实验方法,对合作学习在大学大班英语教学环境下的效果进行分析研究。结果显示:合作学习的理论和方法符合英语大班学习的特点,有助于提高大班英语教学效果。此研究也发现,合作学习在大学大班英语教学中存在一些缺点,如:学生对小组活动的准备不充分,小组活动中组员参与的机会和参与的时间不均衡等。针对研究发现的问题,论文最后提出了相应的教学策略,以期在以后大学英语大班教学中,进一步提高合作学习的效果,改进大班教学质量。

论文目录

• Abstract
• 摘要
• Introduction
• 0.1 Present Situation of College English Teaching
• 0.2 Cooperative Learning
• Chapter 1 Literature Review
• 1.1 Understanding of Cooperative Learning （CL）
• 1.1.1 The Definition of CL
• 1.1.2 The Essential Elements of CL
• 1.1.3 The Basic Methods of CL
• 1.1.4 Outcomes of Previous Research on CL
• 1.2 Research on Large-class Teaching
• 1.2.1 The Definition of Large Class
• 1.2.2 Problems in Large-class Teaching
• 1.2.3 Problems in Large-class College English Teaching
• Chapter 2 Theoretical Basis
• 2.1 Motivational Theory
• 2.2 Sociocultural Theory
• 2.3 Cognitive Theories
• 2.3.1 Developmental Theories
• 2.3.2 Cognitive Elaboration Theories
• 2.4 Second Language Acquisition Theories
• 2.4.1 Individual Learner Differences
• 2.4.2 Krashen’s Hypothesis
• Chapter 3 Research Methodology
• 3.1 Research Questions
• 3.2 Participants
• 3.3 Instruments and Data Collection
• 3.3.1 Questionnaire Investigations
• 3.3.2 Pre-test and Post-test
• 3.3.3 Interviews
• 3.3.4 Classroom Observations
• Chapter 4 Analysis and Findings
• 4.1 Data Analysis
• 4.1.1 Analysis on Questionnaires
• 4.1.2 Analysis on the Pre-test and the Post-test
• 4.1.3 Analysis on Interviews
• 4.1.4 Analysis on Classroom Observations
• 4.2 Findings
• 4.2.1 The Advantages of CL in Large-class College English Teaching
• 4.2.2 The Disadvantages of CL in Large-class College English Teaching
• Chapter 5 Pedagogical Implications for Large-class College English Teaching
• 5.1 Reasonable Division of the Groups
• 5.2 Integration of Basic Elements of CL into Group Work
• 5.3 Teacher’s Multiple Roles and Required Competencies in CL
• 5.3.1 Teacher’s Multiple Roles
• 5.3.2 Teacher’s Required Competencies
• 5.4 Adequate Preparations for Group Work
• 5.5 Students’Development of Individual Accountability
• 5.6 Various CL Methods and Activities
• 5.6.1 CL Methods
• 5.6.2 CL Classroom Activities
• Conclusion
• Bibliography
• Appendix
• Acknowledgements