【作者】 王倩；

【导师】 刘爱军；

【作者基本信息】 北京邮电大学 ， 外国语言学及应用语言学， 2010， 硕士

【摘要】 实践中,课堂授课是提高英语水平的公认途径。多年来教育学家和一线教师一直致力于寻找最为有效的教学方法。合作学习概念自20世纪70年代在美国问世便引起了西方各国教育界广泛的关注,众多的教育工作者纷纷在理论和实践层面展开了深入地研究并取得了较显著的成果。合作学习的恰当运用可以满足掌握基础知识,完善认知结构,培养创新能力,优化思维品质的教学要求。近年来这一概念也成为我国学校教育改革中的重要话题。基于前人的研究成果,本论文研究旨在考察合作学习在大学英语课堂授课中的运用,着重突出教学实施中的“任务”、“小组”、以及“合作”三元素。研究对象是北京邮电大学2008级的247名学生。两个实验班分别来自信息与通信工程学院和自动化学院,两个对照班分别来自信息与通信工程学院和经管学院。实验班在合作学习理论的指导下实施教学,对照班则采用传统的以老师讲授为主的教学模式。除教学方法不同和学生的个体差异,所有班级处于相同的教学环境并将在第四学期参加大学英语四级考试。通过水平测试、问卷调查及访谈,经最后的统计分析研究者发现基于任务的小组合作学习对学习者的英语成绩和英语学习态度有显著性的积极效果。尽管如此,实验的实施过程还是遇到了问题,仍需进一步的研究。研究者希望通过本研究的实际操作为教师在教学实践中的教学组织模式提供参考意见。更多还原

【Abstract】 Through formal classroom instruction to promote language teaching and learning is still the most recognized way in practice. Researchers and teachers have attempted to find the most effective teaching methods. Cooperative learning sprang up in America in the early 1970s and received attentions from educators in the west. Many scholars carried out in-depth researches and obtained remarkable achievements at both the theoretical and practical levels. The appropriate application of cooperative learning theory will contribute to the command of the basic knowledge, the perfection of the cognitive structure, the cultivation of the creative ability and the optimization of thinking quality in the process of teaching. In recent years this theory is also a popular topic in the education reform in our country.Based on the former researches, the present research aims at studying the application of cooperative learning theory in college English classroom instruction, with the emphasis on three elements of "task", "group", and "cooperation". The subjects are 247 students in grade 2008 from Beijing University of Posts and Telecommunications. The two experimental classes are from the School of Information and Communication and School of Automation, and the two control classes are from the School of Information and Communication and School of Economics and Management. The experimental classes are assigned to use cooperative learning approach in their learning process, while the control classes stick to the traditional approach. Except for the difference in their teaching approaches, all the classes were under the similar learning circumstances, and they were supposed to take part in the College English Achievement Test Band 4 at the end of the fourth semester.According to the analysis of the data collected from the proficiency tests, questionnaires, and interviews, the author finds that task-based cooperative learning in groups does have positive effects on learners’ academic achievements and attitudes toward learning. However, in the implementation of the experiment, the author encountered some difficulties that call for further researches. It is hoped that the present study could be reference for teachers who are interested in the application of cooperative learning theory in their classroom organization.更多还原