通过合作学习策略提高农村英语学困生的学习成绩

论文摘要

三年农村中学的英语教学经验可以提供给读者足够可信的数据来让读者明白农村学生在学习英语过程中所面临的严峻形势与挑战。因为我被安排到初二年级任教,所以初二年级的学生是我本次研究的主要参与者。初二年级共有八个教学班,374名学生。我们一共4名英语老师,每人负责两个教学班的英语教学工作。纵观每年期末考试的英语成绩,经调查,只有9%或10%的同学能够及格。其余的同学都处在急需提高的状态。新课程改革明确要求“学生要学会学习,同时培养学生实际运用语言的能力,发展合作精神,使学生具有团结协作,勇于进取,善于交际的良好品质”。然而,经观察,许多农村教师的授课方法更为传统,单一。他们忽视了学生的主体地位,使学生的学习处于被动地位,主动探索能力下降,个人主义膨胀。事实证明传统的教学方法对学生学习能力的发展起到了严重的制约作用。我们需要新的教学理念和新的教学方法。在新课程改革的背景下,大量的研究表明,合作学习是一项行之有效的学习策略之一。它可以大面积的提高学困生的学业成绩。合作学习能营造轻松自然的课堂气氛,激发学生的学习动机,增强学习者的自信心和自尊心。为英语教学创造轻松,自然,较为真实的语言环境本论文以提高英语学困生的合作学习能力为选题,以鞍山市岫岩县偏岭中学两个班级的66名同学为研究对象,通过问卷调查,访谈,前测后测的方法收集数据。资料分析中的数据显示,合作式学习与传统的教学方法相比有着明显的优势。特别是在刺激学生学习动机,提高课堂兴趣两方面有显著成效,实验结果证明,学困生对英语课程的喜爱度大大增加。学业成绩有了显著提高。值得注意的是,教师如何扮演好课堂监控者这一角色是合作式学习成败的关键。

论文目录

• 摘要
• Abstract
• Chapter 1 introduction
• 1.1 Background of the study
• 1.2 Significance of cooperative learning in English teaching
• 1.3 Purpose of the study
• 1.4 Thesis organization
• Chapter 2 literature review on the English low achievers
• 2.1 The previous researches on the English low achievers
• 2.2 Definitions and characteristics of the English low achievers
• 2.2.1 Definitions
• 2.2.2 Characteristics
• 2.2.2.1 Lack of study interest
• 2.2.2.2 Lack of sufficient attention in class
• 2.2.2.3 English low achievers are shy of expressing themselves in English
• 2.2.2.4 Lack of study initiative, students with learning difficulties are always in the passive position
• 2.2.2.5 Ineffective studying methods
• Chapter 3 Literature review on cooperative learning
• 3.1 research background on the cooperative learning
• 3.2 Definitions of cooperative learning
• 3.3 Theoretical basis of cooperative learning
• 3.3.1 Social-constructivism
• 3.3.2 Humanistic psychology
• 3.3.3 Cognitive developmental theory
• 3.3.4 Motivational theory
• 3.4 Characteristics of the cooperative learning methods
• 3.4.1 positive interdependence
• 3.4.2 Face to face oral communication
• 3.4.3 Individual accountability
• 3.4.4 Development of small group social work
• 3.4.5 Evaluating and processing
• Chapter 4 A research on the Improvement of cooperative Learning
• 4.1 Introduction
• 4.2 Research questions
• 4.3 Instruments
• 4.4 Data collection
• 4.5 Interviews
• 4.6 Questionnaires
• 4.7 Tests
• 4.8 Subjects
• 4.9 Procedures
• Chapter 5 Data Analysis and Discussion
• 5.1 Introductions
• 5.2 Data from pretest and posttest
• 5.3 Pretest
• 5.4 Questionnaires
• 5.4.1 Pre-questionnaire on the causes of the English low achievers
• 5.4.1.1 Factors of students learning strategies
• 5.4.1.2 Non-learning factors
• 5.5 posttest
• 5.6 findings from the interview
• Chapter 6 methods on the enhancement of the low achiever’s cooperative learning ability
• 6.1 Introduction
• 6.2 Improvement of relationship between teachers and low achievers
• 6.2.1 teacher-student
• 6.2.2 student-student
• 6.3 cultivation of the students self-confidence in learning
• 6.4 Adding more interest on low achievers’learning
• 6.5 fundamental strategies of cooperative learning
• 6.5.1 Students’Team-achievements Divisions （STAD）
• 6.5.2 Team Game Tournament （TGT）
• 6.5.3 Real application of the STAD strategy
• 6.5.4 Learning together （LT）
• 6.6 summary
• Chapter 7 Conclusion
• 7.1 Summary
• 7.2 Answers to the research questions
• 7.3 Constraints of the CL strategy
• 7.4 Imitations for the study
• References
• Appendix A
• Appendix B questionnaire
• Appendix C interview questions
• Acknowledgements