论文标题:合作式学习在高中英语写作教学中的应用
The Application of Cooperative Learning to the Teaching of Writing in Senior High School
论文作者
论文导师 武海燕,论文学位 硕士,论文专业 学科教学
论文单位 内蒙古师范大学,点击次数 231,论文页数 58页File Size796K
2005-10-10论文网 http://www.lw23.com/lunwen_173657867/
Cooperative learning; teaching writing; positive interdependence; individual accountability; and social skills
合作式学习是当今国内外语言教学领域比较盛行的一种学习方法。所谓合作式学习即学生们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,共同完成教师分配的学习任务。合作式学习体现了人类交往与合作的特点。很多研究结果表明合作式学习有助于增强学生学习英语的信心,提高学习英语的兴趣,有助于增强学生的主体意识,提高学生的英语听说读写能力,提高英语教学的质量和效益。 英语写作是一个认知过程,是书面表达和传递信息的交际能力,英语写作能够比较客观地反映学生多方面的语言运用能力。然而在传统教学中教师对写作教学重视不够,往往导致学生英语写作能力较差。因此,作者认为合作式学习的理论可以与写作教学结合起来,提出在写作教学中采用合作式的写作模式,遵循“熟悉要求—小组讨论—合作写作—教师点评”的教学步骤。在熟悉要求阶段,教师布置写作任务,使学生熟悉写作要求;小组讨论由组长组织,学生根据教师和小组其他同学的意见进行构思、讨论,充分发挥他们的思维能力来进行写作和修改,这有助于他们发现写作中存在的问题;在教师点评阶段,教师对各组展示的作品进行点评,指出共同错误,表扬优秀作品。这种合作式写作能够有效地促进学生英语认知结构的发展,培养学生的英语思维能力,提高学生的写作能力。 本研究将合作式学习运用到高中英语写作教学中,并通过实验来验证这种教学方式。作者在高中英语教学中运用合作式理论进行写作教学的实验。被试为呼市一所普通中学的高一年级两个班的学生,其中一个实验班和一个对比班,分别采用合作学习和传统的写作教学进行对比研究。实验主要采用了写作测试(包括前测和后测),问卷调查和观察笔记收集数据。研究结果显示:实验后,实验班学生的写作水平有很大提高,学生在学习动机,学习兴趣、自信心等方面有了显著的提高,人际关系融洽,合作意识增强。实验证明了合作式写作教学能够提高学生的写作能力,验证了本研究的假设。 本研究丰富了将合作式学习应用于高中英语写作教学的理论研究,进一步证实了合作式学习在写作教学中起着重要的促进作用,在实践上为创建高效能的高中英语写作课教学模式做了些有益的尝试,为英语写作教学改革提供了新思路。
Cooperative Learning has been one of the prevailing methods in the field of language teaching in the past twenty years or so. Cooperative Learning is a kind of learning that students are all engaged in various study activities, which need cooperation and mutual support in groups of two to six people. They work together to finish the learning tasks assigned by teachers. Cooperative Learning reflects the characters of human communication and cooperation. Many research results show that cooperative learning is helpful in strengthening students’confidence of learning English; improving students’interests of learning English; enhancing students’self-consciousness and improving students’abilities of listening、speaking、reading and writing. Cooperative Learning can also improve the qualities and benefits of English teaching. English writing is a course of cognition. Writing is the communicational ability of written language expression and information transmutation. English writing can reflect the students’abilities of using the language more objectively. However, in current teaching, the teaching of writing is ignored, which leads to the result that their compositions are of poor quality. Therefore, the writer tries to combine the Cooperative Learning with writing of teaching, and points out a cooperative writing model in teaching writing. It follows: familiarization demanding—group discussion—cooperative writing—peer editing and teacher commenting. In the step of familiarization demanding, the teacher gives the writing task, and makes sure that the students are familiar with the task; The leader of the group organizes the discussion, and the students discuss; write and correct and it is helpful for them to find their mistakes in their writing. In the step of teacher commenting, teachers only comment on the content and structure of the article, giving opinions of correcting. Teachers can praise some beautiful sentences and articles. In this way, each student will write it cooperatively for himself or herself and their group, and it can improve the writing ability of each member, the ability ofcorrecting but also the cohesive force of the group. The research puts the Cooperative Learning into the English teaching of writing and hopes to test this teaching method through the experiment. The researcher conducted an experimental study in Senior English high school. The experimental class received the cooperative method of learning while the control class the traditional way. The data collection includes the following techniques: two English tests of English writing and error’s correcting, two questionnaires, and field notes of students’samples. The following is a summary of the findings of the study. In the pre- test of English writing and error’s correction, the experimental class and the control class have not gained differences. While after the experiment, the students in the experimental class have improved their writing ability more than the students in the control class. Motivation, learning interest and self-esteem are greatly enhanced in the experimental class. The social skills, interpersonal relationship and cooperative personality are improved in the experimental class. The research has enriched the theoretical research with applying Cooperative Learning theory to English, and further confirmed its important function in English teaching of writing. It has made significant attempts to establish an effective model of teaching writing and provides some new ideas for teaching reform in English writing.
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