【作者】 李芳；

【导师】 秦傲松；

【作者基本信息】 华中科技大学 ， 外国语言学及应用语言学， 2004， 硕士

【摘要】 中国学生在课堂上普遍缺乏参与性这一现象已是广大英语教师深感头痛的问题。学生往往习惯于坐在下面安静地倾听教师讲解而不去发挥自己的主动性;教师则习惯于站在讲台上成为众目仰望的焦点。这种学生被动接受而教师充当传授主体的教学形式极大地阻碍了学生在真实的语言环境中准确流利地用英语进行交流。为了改变这种被动的局面,激发学生的课堂参与性,许多英语教师也尝试了不同的方法。然而他们所用到的一些技巧或方法往往依赖于他们所特定的环境,着力于动机和兴趣方面的培养,零碎而缺乏系统性,难以在教学中得到推广运用。因此找到一种能提高课堂参与性的系统的方法具有极大的现实意义。基于课堂参与性对语言学习有不可否认的促进作用这一立足点,本文在前人对合作学习的研究基础上致力于研究使用合作学习来提高课堂参与性的具体方法。本研究使用了实验的方法,在一个40人的实验班采用了合作学习法,另一个38人的控制班采用了常规教学法。最后两班进行对照比较学生在课堂参与性上的差异。实验班使用了各种合作学习方法,如拼图法﹑学生小组成就区分法和集体写作法,等等。这些合作学习方法都根据中国课堂环境进行了适当的调整。实验过程中使用了问卷﹑访谈和课堂观察等方法来探索合作学习中存在的不利于课堂参与的问题。研究结果显示合作学习有效地促进了大学英语课堂上学生的参与性。合作学习中学生所扮演的不同角色,在讲解课文中承担的责任以及他们所获得的表达机会等都极大地促进了他们的课堂参与性。然而,由于长期的传统教学的影响,合作学习过程的不够完善以及研究中使用的样本的特殊性,各种各样的问题也随之出现。如师生之间的互动仍然欠缺,学生还不习惯于自我评估,小组成员的缺乏合作性,等等。基于这些问题,本文作者根据中国的课堂教学背景提出了一系列解决途径,包括强化小组过程,采取合理的分组,对课后的准备进行适当的指导和使用相应的评估方法。更多还原

【Abstract】 The lack of student involvement in the English classroom of China’s educational institutions has been an accepted problem to a great many Chinese teachers of English. Students are used to listening to the teachers without bringing their initiative into full play while teachers are accustomed to be the center of attention in the classroom. The passivity of the students and the dominance of the teachers constitute enormous obstacles for students’ practice and use of language in communicative contexts. To activate students in the classroom, many teachers have tried various approaches. However, the small skills they employ are too fragmental to be popularized among the teachers. A systematic approach for the enhancement of student involvement is still in urgent need. Adopting the position that maximizing student involvement is conducive to second language learning and based on the previous researches on cooperative learning, this study examines the ways that teachers may make use of cooperative learning to increase student involvement. An experiment that lasted a semester was done in an experimental class of 40 freshmen to contrast with the control class of 38 freshmen so as to discover students’ difference in their classroom involvement. The treatment included various adapted cooperative learning techniques such as Jigsaw, Student Teams Achievement Divisions, group writing and group presentation. Questionnaires, interviews and observation checklists were used to explore problems that hinder student involvement.The results of the study demonstrate the effectiveness of cooperative learning in promoting student involvement in Chinese College English classroom. The roles that students took, the responsibility for explaining part of the text on everyone and the chances offered for them to speak out all proved helpful for their classroom participation. However, as a result of the longstanding traditional teaching, the immature implementation of cooperative learning and the special sample under study, various problems also turn out, including insufficient student-teacher interaction, wanting of self-evaluation, less promoting grouping and so on. In the light of Chinese background, enhanced group processing, <WP=6>considerate grouping, supervised preparation, adequate assessment and so on will be possible solutions.更多还原