论文标题:合作学习法在高中英语写作教学中的应用
The Application of Cooperative Learning to the Writing Class of SEFC
论文作者 刘益全
论文导师 张强,论文学位 硕士,论文专业 学科教学
论文单位 华中师范大学,点击次数 262,论文页数 47页File Size2009k
2004-05-01论文网 http://www.lw23.com/lunwen_692289047/ 课程改革;合作学习;高中英语写作教学
curriculum reform; cooperative learning; writing class of SEFC
本文试图运用合作学习的理论指导高中英语写作，借以提高学生的英语写作能力，改善英语课堂教学效果。笔者在高一英语写作教学中，尝试了合作学习的写作教学模式，取得了良好的教学效果。合作式写作，强调师生共同承担教学活动，把写作看成是一个动态发展的、教与学相统一的过程。通过师生共同参与、共同合作、改进教学方法等手段，在写作教学活动中建立平等、友好的师生关系。师生之间相互尊重、相互信任、相互合作，形成民主、和谐、热烈的教学氛围，因而能够很好地完成教学任务，达到提高教学效果的目的。 中学英语正面临着课程改革。改革的重点就是改变传统的重语言知识，轻语言技能的倾向，建立一个以语言技能、语言知识、情感态度、学习策略和文化意识共五个方面为基础的综合语言运用能力体系。同时，此次课程改革提倡民主、探索与合作的学习方式，逐步改变以教师为中心、课堂为中心和书本为中心的局面，促进学生创新意识与实践能力的发展。广大教师要勇于探索、大胆实践，促进师生、生生之间的合作与交流。 在此背景下，笔者对目前中学英语课程改革所面临的问题进行了问卷调查，分析了产生“费时多，收效低”问题的主要原因。课程改革的成败归根结底取决于教师，教师创新的基点在于教会学生如何学习。然后，作者就课程标准对高中生的写作要求作了具体的阐述，提出了合作学习的必要性。紧接着，作者就合作学习作了一番理论探讨。课堂活力是合作学习的前提；小组成员之间的积极互赖和小组成员的个人责任感是合作学习成败的关键。相互合作的学习环境较竞争或个体化的环境更有利于学生的发展。认知发展理论和社会建构主义也为合作学习提供了坚实的理论基础。随后，作者就传统的高中英语写作课堂存在的问题进行了分析，并将合作学习理论引入其中，关键在于师生角色的转变。学生成为写作的中心，教师则扮演引导者、启发者、组织者和协调者的角色。 本文的重点在第四章，即合作学习的写作教学实验。实验的对象是湖北省瞥硕士学位论文入认S‘I’l于R’S’11 11三515潜江市园林高中高一年级两个班的学生。作者通过合作式写作与传统写作教学的对比，注重学生的写作过程，关注学生写作过程中的情感因素，同时有效地对学生的写作进行反馈和评价，给予适当的鼓励和奖励，通过问卷调查、师生互访和写作测试等手段，检测合作学习的写作效果。 最后，作者就合作学习写作在课堂上的具体实施提出了几点色议和启示，也希望本文对广大中学英语教师在英语写作教学方面有所帮助。
Based on the theory of cooperative learning, this paper is an attempt to guide the students to English writing. It aims at improving students" writing competence and the effect of ELT classroom. The author of the paper has applied the theory of cooperative learning to teaching English writing in an ELT classroom of a senior high school and made satisfactory achievement. Cooperative writing emphasizes the joint participation of the teacher and students and holds that writing activity is a dynamic, developing and integrating process. Through mutual participation and cooperation, it can establish an equal, friendly relationship between the teacher and the students. This mutually respective, trustful and cooperative relationship, in turn will create a democratic, harmonious and lively atmosphere in the classroom, which can effectively help finish the teaching activities and improve the teaching effect.ELT in Chinese Secondary schools is now facing the curriculum reform. The reform centers on the transformation from the traditional emphasis on language points to emphasis on language skills at present. It also aims at building an integrated system of language using capacities, including language skills, language points, affection and attitude, learning strategies and cultural awareness. Meanwhile, the present curriculum reform advocates a democratic and cooperative teaching approach so as to change the teacher-centered, classroom-centered and book-centered situation and promote the students" creativity and practical skills. English teachers in China are now encouraged to make innovations, put theories into practice, and be ready to cooperate and communicate with the students.This paper begins with a questionnaire to explore the problems that the present curriculum reform faces. The questionnaire shows the main reasons that result in the low efficiency of most ELT classrooms in China. Whether the reform will work or not will largely depend on the English teachers, who must now understand that their role is to teach the students how to learn by themselves. And then follows a detailed explanation of the requirements raised by the English Course Criteria for the senior high school students.Chapter II of the paper gives a detailed exploration of the theory of cooperativelearning. Classroom dynamic is a prerequisite for cooperative learning; positive interdependence and individual responsibility of the group members are essential to cooperative learning. As it proves, cooperative learning environment is more helpful to the students" development than a competitive or an individual one. The theories of cognitive development and social constructivism also contribute to the foundation of cooperative learning.After that, the author analyzes the existing problems in senior students" writing and points out the disadvantages of the traditional English writing approach. To solve the problem, the writer introduces the theory of cooperative learning to the ELT class, attaching the importance to the transformation of the teacher"s role. As the students become the center of the classroom, teachers should play the part of an organizer, facilitator and respondent.Chapter IV carries out the experiment of cooperative learning in the writing class of SEFC. The subjects are the students from the two classes of first year students of Hubei Qianjiang Yuanlin Senior High School. Through the comparison of the effect between cooperative teaching approach and the traditional one, we can see the advantages of cooperative learning over the traditional approach: the teacher cares more about the writing process than the product and also pays attention to students" affection during the writing process. Besides, an effective feedback and evaluation is given to their writings in time. In addition, students are greatly encouraged and awarded for the work they have done. The effect of cooperative writing is checked by the means of questionnaire, interview and writing tests.In the end, some specific suggestions on the teaching practice of cooperat
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