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“合作学习”在大学英语大班课堂教学中的有效可行性研究

作　者: 袁兮茗
导　师: 王健
学　校: 西北工业大学
专　业: 外国语言学与应用语言学
关键词: 大班教学合作学习个性化教育课堂教学与管理异质分组活动小组活力正互依赖
分类号: H319
类　型: 硕士论文
年　份: 2003年
下　载: 589次
引　用: 1次
阅　读: 论文下载

内容摘要

1999年以来的高校扩招给大学英语的教学带来了新的挑战，使得英语课每班由过去的20多人变成50-90人的大班。大班人数多，课堂控制难度大。许多非常适合于小班的课堂活动在大班中也失去了其有效性。师生互动也由于课堂时间的有限和人数的众多而大大减少。因此，许多教师都有一个固有观点就是大班只能采用传统的教师课堂讲授方式，而倍受国内外专家提倡和推崇的适用于小班英语教学的“合作学习”却被认为是不适合的。本文从大班教学的问题，各种大班英语教学方法的探究以及教师、学生对大班的态度分析出大班教学的实质、解决其教学问题的关键应在于增强其活力和互动性，加强大班教学的个性化教育。并认为“合作学习”理论及其方法符合语言学习的要求和特点，应该是解决大班英语教学的出路。以此为基点，又以二语习得和认知理论为理论支持，灵活运用“合作学习”理论提供的各种教学方法，笔者进行了为期15周的教学实验。从异质分组到组长选择到针对不同教学目的各种小组教学活动都做了具体、详细的设计，目的在于验证“合作学习”在英语大班的有效可行性；找出影响大班中进行“合作学习”的因素；并试图总结出一套可行的“合作学习”在大班中的课堂教学及管理方法。通过对测试、问卷调查、课堂观察等多种方式得到的数据资料进行分析，结果显示，“合作学习”受到学生的普遍欢迎。学生在听、说、读、写各方面都有所提高，尤其是听说写技能的显著成绩进一步证实“合作学习”注重语言实践、注重实际的语言交流。在班大人多的情况下解决了“说”的问题。它所强调的异质分组、小组活动、正互依赖等极大的促进了学生的学习动力和学习兴趣，增强了课堂活力，激发了学生在自然交际中学习英语、体验英语的意识。使学生在学习策略、认知意识等方面有了长足进步。当然，这只是迈出的第一步而已，要想进一步进入语言知识的学习还需要更多努力。

全文目录

Chapter 1 Introduction  8-12
  1.1 The Present Situation of Language Teaching in China  8
  1.2 Teaching in Large Classes  8-10
  1.3 Collaborative Learning  10-12
Chapter 2 The Literature Review  12-24
  2.1 What is CL?  12-13
  2.2 What Makes CL Groups Work?  13-15
    2.2.1 Understanding the Essence of CL  13
    2.2.2 Basic Elements of CL  13-15
  2.3 Why is CL Used?  15-18
    2.3.1 Differences between CL and Competitive and Individualistic Method  15-16
    2.3.2 Differences between CL Groups and Traditional Learning Groups  16-17
    2.3.3 Differences between CL and the Traditional Teacher-Fronted Classroom  17-18
  2.4 What Characterizes CL?  18-20
    2.4.1 Some Characteristics of CL  18-20
    2.4.2 Some Role-Changes of CL  20
  2.5 What Are the Strategies of CL?  20-22
  2.6 How Is CL Applied in Language Learning?  22
  2.7 What Do We Know about CL Efforts?  22-24
Chapter 3 Theoretical Underpinnings  24-31
  3.1 Psycho-Educational Theory  24-27
    3.1.1 Implications of Piagetian Theory  24-25
    3.1.2 Implications of Vygosky's Theory  25-27
    3.1.3 Meta-cognition  27
  3.2 Second Language Acquisition Theory  27-31
    3.2.1 Individual Learner Differences (IDs)  27-28
    3.2.2 Communicative Language Teaching  28-29
    3.2.3 Krashen's Hypothesis  29-31
Chapter 4 Some Backgrounds of the Empirical Study  31-37
  4.1 The Definition of A 'Large Class'  31
  4.2 Attitudes towards Teaching English in Large Classes  31-32
  4.3 Students' Responses  32-33
  4.4 Problems Commonly Perceived with English Teaching in Large classes  33-34
  4.5 The Teaching Method for Large English Classes  34-35
  4.6 Add Active Learning and Interaction to Large Class  35-37
Chapter 5 Research Methodology  37-59
  5.1 Research Questions  37
  5.2 Subjects  37-39
  5.3 Instruments and Data Collection  39-41
    5.3.1 Tests  39-40
    5.3.2 Questionnaire  40-41
    5.3.3 Transcription and Coding  41
    5.3.4 Interview  41
  5.4 Research Procedure  41-59
    5.4.1 Step One: Pre-Class Preparation  41-42
    5.4.2 Step Two: Classroom Management  42-48
    5.4.3 Step Three: The Structural Approach  48-55
    5.4.4 Question Designing  55-56
    5.4.5 Different Roles in CL Large Class  56-59
Chapter 6 Data Analysis and Findings  59-75
  6.1 Data Collection and Analysis  59-66
    6.1.1 Data Analysis on the Questionnaires  59-63
    6.1.2 Data Analysis on Test Scores  63-65
    6.1.3 Analysis on Transcription and Coding  65-66
  6.2 Findings and Conclusion  66-75
    6.2.1 Benefits of CL in large Language Teaching class  66-69
    6.2.2 Barriers to Implementing CL in Large Class  69-71
    6.2.3 Implications for Large Class English Teaching  71-73
    6.2.4 Limitations of the Research  73
    6.2.5 Suggestions for Further Research  73-75
Appendixes  75-84
  Appendix Ⅰ  75-76
  Appendix Ⅱ  76-78
  Appendix Ⅲ  78-79
  Appendix Ⅳ  79-81
  Appendix Ⅴ  81-82
  Appendix Ⅵ  82-84
Bibliography  84-88

“合作学习”在大学英语大班课堂教学中的有效可行性研究

内容摘要

全文目录

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