【作者】 何英文；

【导师】 龚喜平；

【作者基本信息】 西北师范大学 ， 教育， 2003， 硕士

【摘要】 随着素质教育的广泛开展，各种教育教学新理论逐渐被大家关注和应用，合作学习理论即是其中的一种。合作学习是以教学目标设计为先导，通常以2—6人组成的异质小组学习为主要组织形式，以小组成员之间的有责任感的、有组织性的相互依赖、互助合作为主要特征，在愉快、团结、积极的教学环境中达成教学目标并促进学生形成良好的心理品质和社会技能的一种教育理念和教学形式。该理论及其方法国内目前主要应用于重点中学和实验中学的课堂教学当中，并已取得了显著效果。笔者经过认真学习和实际调查，尝试将合作学习的理论和方法应用于本人任教的薄弱中学语文课堂教学。经过9个月的试验，笔者对实施结果进行了检测和评估，并对一些问题进行了思考。 本文引论部分概述研究缘起及目的。主体部分由四章组成。第一章综论合作学习的概念、特点、方法及其理论基础。第二章运用问卷调查法、访谈法等对薄弱中学语文课堂教学现状进行了调查，并从教师及教学因素、学生智力因素和非智力因素、环境因素等方面对其成因进行了分析。第三章在介绍合作学习的一般流程及其基本技能的基础上，重点探讨如何将合作学习应用于薄弱中学语文课堂教学，并对实验对象及实验基本情况进行了具体例析。第四章主要从学生的全面发展，教师的教育观，课堂管理与班风等方面入手，对薄弱中学语文课堂实施合作学习的成效进行了检测和评估。结语部分对具体应用中所出现的问题进行了思考。更多还原

【Abstract】 With the widely development of quality education, many scholar has paid attention to new kinds of teaching theories and their application, the cooperative-study theory is one of them. It is the cooperative-study, that takes the decision of teaching as guide, regard heterogeneous studying team composed of members from 2 to 6 as main organizational form, and regard the sense of responsibility, organization, dependency and mutual cooperation as the main characteristics of team members. It can also be regarded as an educational idea and teaching form, that help the teacher reaching their teaching aim in pleasant, unity and positive teaching environment, promote the students forming better psychological character and social technology. This theory and method have been mainly used in classroom-teaching of key middle school and laboratory middle school in our country, and have already achieved good result. With the careful study and investigation, the author tries to apply this theory and method to the weak Chinese classroom-teaching in the middle school that the author belongs to. In nine months, the author examines and estimates it through investigating and thought about many problems.The introduction of this article talks about the reason and aim. The main frame consists of four parts. Chapter 1 summarizes the concept, characters, methods and theory base. In Chapter 11 the author investigates the present situation of classroom-teaching in weak middle school by ways of investigation, interview etc. Then the author analyzes the cause of formation by teaching factors, intelligence and non-intelligence factors, environment factors, etc. Chapter 111 mainly introduces the general process and basic technology of cooperative-study and made it into Chinese classroom-teaching in weak middle school and illustrated the basic situation of the experiment and its target. In Chapter IV the author evaluates the effect of cooperative-study in Chinese classroom-teaching of the weak middle school from students knowledge, ability, process, methods, emotion, values, teachers’ teaching value, classroom management, general mood of class, etc. The conclusion talks about many problems took place in the teaching practice.更多还原