合作学习应用于英语课堂教学的行动研究_吴显陆 (1).docx
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1、 分类号 _ 学校代码: 11078 UDC _ 密级 _ 学 号: 2221107092 广 州 大 学 学 位 论 文 (答辩用论文 ) 合作学习应用于英语课堂教学的行动研究 吴显陆 学科专业(领域 ): 研 究 方 向 : _ 论文答辩 B 期: 指导教师(签名 ) : 教育硕十 学科教学(革语 ) 答辩委员会主席(签名 ) : 答辩委员会委员(签名 ) : Action Research on Applying Cooperative Learning in EFL Classroom A Thesis Submitted in Partial Fulfillment of the R
2、equirements for the Masters Degree by Wu Xianlu Supervisor: Assoc. Prof. LI Ping Guangzhou University June 2013 广州大学学位论文原创性声明 本人郑重声明:所呈交的学位论文,是本人在导师的指 导下,独立进行研究工作所取得的成果。除文中已经注明引 用的内容外,本论文不含任何其他个人或集体已经发表或撰 写过的作品成果。对本文的研究做出重要贡献的个人和集体, 均已在文中以明确方式标明。本人完全意识到本声明的法律 后果由本人承担。 学位论文作者签名: |、 表 曰期: 2年 巧年石月 5*日
3、Acknowledgements First of all, I would like to extend my sincere gratitude to my supervisor, Assoc. Prof. Li Ping, for her instructive advice and useful suggestions on my thesis. In the preparation of the thesis, she has spent much time reading through each draft and provided me with inspiring advic
4、e. Without her patient instruction, insightful criticism and expert guidance, the completion of this thesis would not have been possible. I am deeply grateful of her help in the completion of this thesis. High tribute shall be paid to Assoc. Prof. Yang Wenying, whose class on English teachers profes
5、sional development triggered my interest and enhanced my skill in using action research to conduct my research, which has also had great impacts on my professional development. I am also deeply indebted to all the other tutors and teachers in Foreign Studies for their direct and indirect help to me.
6、 Last but no least my thanks would go to my beloved family for their loving considerations and great confidence in me all through these years. I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems
7、 during the difficult course of the thesis. 广州大学硕士学位论文 Abstract One of the main causes that many teachers failed in motivating students, learning is their noneffective instructional strategy used in class. To change the passive, receptive ways students learn in class, current studies explore the pot
8、ential of autonomous learning, cooperative learning and exploratory learning in students learning style. This study tried to use the instructional strategy of cooperative learning, through action research approach, so as to improve the effectiveness in EFL classroom e.g., make students more involved
9、 in class, enhance their interest and self-confidence in learning English, etc., and to explore how to implement cooperative learning appropriately in language teaching. The subject in this study is a class of Grade 7 with 33 students in a rural middle school where the researcher is teaching, and th
10、e research lasted for a whole semester (about 20 weeks). Problems of teaching in English class were identified in the beginning of the research through investigation by means of teacher logs, class observation and questionnaire surveys on students learning in class. These problems included: 1) Most
11、students were not involved in English learning. 2) Many students lacked interest and self-confidence in learning English. 3)Students lacked assistance and interaction in classroom learning. Therefore, the researcher would like to explore whether cooperative learning can effectively improve the teach
12、ing and learning in English classroom. Based on the theoretical foundation of cooperative learning, three working hypotheses were raised in this thesis: Hypothesis 1: Students who study English in cooperative learning would be more involved in English learning. Hypothesis 2: Cooperative learning wou
13、ld enhance students interest and confidence in learning English. Hypothesis 3: Students would benefit from cooperative learning, for they will get more assistance and interaction from one another. This study included two cycles by means of the action research approach. The first cycle consisted of:
14、planning cooperative learning; implementing cooperative learning in class; observing and collecting data; analysing data and reflecting on the results. The second cycle comprised of: revising the cooperative plan; implementing the revised plan; observing and collecting data; analysing data and refle
15、cting on the i 广州大学硕士学位论文 findings. The collected data include teacher logs, class observation, two questionnaire surveys on students learning in class, a questionnaire survey on students attitudes toward cooperative learning, the test grades in the mid-term and final examination, and a student inte
16、rview. Results were driven from analysed data as follows: 1) Students were more involved in English class with cooperative learning 2) Cooperative learning enhanced students interest and confidence in learning English. 3) Students got more chances for assistance and interaction in cooperative learni
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