合作学习在高中英语教学中的运用

论文摘要

合作学习是目前世界上许多国家都普遍采用的一种富有创意和有效的教学理论和策略体系。由于它在改善课堂内的社会心理气氛,大面积提高学生的学业成绩,促进学生形成良好的非认知心理品质方面实效显著,被人们誉为“近十几年来最重要和最成功的教学改革。”国家教育部最新颁布的《全日制义务教育普通高级中学英语课程标准（实验稿）》指出:“强调课程从学生的学习兴趣,生活经验和认知水平出发,倡导体验,实践、参与、合作与交流的学习方式,发展学生自主学习的能力和合作精神。”因此,通过行动研究来探索适合高中大容量班级的合作学习形式,对学生语言学习方式的转变会产生积极的作用。本文分析了小组合作学习的特征及意义,合作学习是教学各动态因素之间的多维立体互动合作,尤其是学生与学生之间的互动合作,在实际的教学过程中,通过组织学生进行有意义的合作学习,促进学生的社会性发展,使他们形成彼此信任,尊重和关爱的人际关系,而正是在这样一个良好的小组气氛中,学生可以更好的小组合作和个体学习,使学业成绩得到显著提高。作者阐述了一套能激发学生的学习兴趣,发展学生自主学习能力和合作精神的活动及操作模式,如学生小组成绩分工法,小组-游戏-竞赛法,共学式,小组调查法等。还简述了作者在高中英语教学中实施合作的案例及成效,并论述了教师在实际操作中应注意的问题以及解决策略.

论文目录

• 摘要
• ABSTRACT
• Introduction
• Chapter 1 General review of cooperative learning
• 1.1 The definition of cooperative learning
• 1.2 The elements of cooperative learning
• 1.2.1 Positive Interdependence
• 1.2.2 Face-to-face Promotive Interaction
• 1.2.3 Individual （and group） accountability
• 1.2.4 Development of small group social skills
• 1.2.5 Group processing
• 1.3 Advantages of cooperative learning in senior English teaching
• 1.3.1 Creating a positive affective climate
• 1.3.2 Improving language learning
• 1.3.3 Effect on social relationship
• Chapter 2 Theoretical support
• 2.1 Krashen’s Monotor Theory
• 2.2 Krashen’s Input Hypothesis
• 2.3 Krashen’s Affective Filter Hypothesis
• 2.4 Swain’s Comprehensive output
• 2.5 Vygotski’s theory
• Chapter 3 Application
• 3.1 The requirements of National Senior English Curriculum
• 3.2 Setting up cooperative learning groups
• 3.3 Application models of cooperative learning
• 3.3.1 Student Team Achievement Divisions
• 3.3.2 Team Games Tournaments
• 3.3.3 Learning Together
• 3.3.4 Group Investigation
• 3.3.5 Team-Assisted Individualized Learning
• 3.3.6 Cooperative Integrated Reading and Composition
• 3.4 Cooperative activities and their application to language learning
• 3.4.1 Think/pair/share
• 3.4.2 Jigsaw
• 3.4.3 Roundtable/ Round robin
• 3.4.4 Numbered heads together
• Chapter 4 Problems and solutions
• 4.1.Some problems in implementing cooperative language learning
• 4.1.1 Cultural expectations of appropriate roles of teachers and learners
• 4.1.2 Individual learning styles or preferences
• 4.1.3 Personality differences
• 4.1.4 Over-reliance on the first language
• 4.1.5 Exposure to imperfect language models and incorrect feedback
• 4.2 Some strategies for facilitating cooperative language learning
• 4.2.1 Preparing learners for cooperative tasks
• 4.2.2 Assigning specific and meaningful tasks
• 4.2.3 Debriefing learners on their experiences with cooperative learning
• 4.2.4 Involving learners in evaluating individual and group contributions
• Conclusion
• Bibliography
• Acknowledgement