论文标题:合作学习在高中英语写作中的应用
The Application of Cooperative Learning in English Writing in Senior Middle 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 172,论文页数 55页File Size886K
2007-06-05论文网 http://www.lw23.com/lunwen_306667917/
English Writing;; Cooperative Learning;; Application
随着国际贸易和交流的发展,英语写作在英语教学中起着越来越重要的作用。然而,由于我国的学校教育一向对英语写作教学重视不够,所以,在目前的英语写作教学中存在着诸多问题。近年来,许多二语写作教学方面的先进方法被介绍到中国。在这些方法中,以学习者为中心的合作学习运用于英语写作被认为是一种有效的方法。本文将证明合作学习在写作教学中比传统教学方法更有效。 本文分五个部分。第一部分是引言。简单介绍了在英语写作方面方法的变革以及英语学习者在写作方面存在的问题和遇到的困难。分析了中国和磴口一中高中存在的写作现状,从而提出了本研究的目的和意义。第二部分文献综述中介绍了合作学习的定义和基本要素以及四种解释合作学习成果的理论:社会行为理论,动机理论,认知精制理论和社会凝聚力理论。最后回顾了国内外关于合作学习的研究。第三部分提出研究问题,介绍被试和实验步骤。指出本文的目的是在课堂写作中设计小组活动,进一步证明合作学习是适合中国英语教学国情的有效方法。在这部分,除了问题的提出外,还报告了前中后三次测验的结果并进行双侧T检验和问卷调查,观察和访谈。第四部分对实验结果作了讨论分析。第五部分是结论。其结论如下:在英语写作中合作学习方法比传统教学方法更有效,提高了学生的英语写作成绩。
With the development of the international trade and communication, English writing is playing a more and more important role in English teaching. However, in the history of English teaching in China, we didn’t value English writing very much. Thus, there are many serious problems in the current English writing. In recent years, many advanced methods of English writing in second language teaching have been introduced into China. Among them, learner-centered cooperative learning is considered as a suitable approach in English writing. In this paper, I’ll try to prove that cooperative learning is more effective in teaching senior school students’English writing. This paper consists of five parts. The first part is introduction,which offers a brief appraisal of changes in approaches to the teaching of writing in English as a Foreign Language classes and typical problems and difficulties encountered by the EFL/ESL student writing. It also analyzes the situation of teaching English writing in China and in Dengkou NO.1 high school in this part. Then it introduces the purpose and significance of the study. Part two is literature review. This part introduces the definitions of cooperative learning and the basic elements of cooperative learning. It introduces the theoretical framework of this study, which is composed of four major theoretical perspectives: the behavioral-social perspective, motivational perspective, the cognitive developmental perspective and the social interdependence perspective. This is followed by a brief introduction of the studies of cooperative learning abroad and at home. The third part of this paper is the methodology of this study. The purpose of this study is to design group activities in writing classroom so as to explore and advance the way of cooperative learning and further prove that cooperative learning is suitable for ESL writing instruction in Chinese cultural context. In this part, the research questions are put forward. Some information concerning the subjects, and the procedures of the experiments as well as the statistical results of pre-test, mid-test, post-test and two-tailed t-test are provided. Instruments such as questionnaire, observation and interview are used .The forth part concerns itself with the analysis and discussion about the results of the experiment. The paper ends with the fifth part-conclusion: Cooperative learning was more effective than traditional individualistic learning; it really raises the students" English writing scores in Senior English writing.
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