行动研究在中学英语合作学习中的应用_韩珍瑜.docx

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1、 中文摘要 现代社会竞争日益激烈，但与此同时，人们逐渐发现个体的合作意识和 合作能力己成为现代人赖以生存发展的重要品质之一。 “合作学习 ” 是近年 来国内外倡导的一种教育理论和实践。其主要理论基础包括认知精加工理 论，动机理论和社会互赖理论。合作学习强调学生个体之间的互动在各个教 学要素中以及在学生知识建构中的作用。 本人从 2004 年 9 月至 2005 年 6 月在所授课班级进行一次以小组合作学 习为主要教学方法的行动研究，试图探讨合作学习在本校英语教学中的可行 性问题，以及该方法对学生学习策略合作意识合作能力的改变的有效性问 题。本人将全班同学分成 “组内异质，组间同质 ”的十二个小

2、组。在任务设 计上不仅让组内每位同学承担起个体责任，而且只有通过小组合作才能完成 学习任务。本研究发现：在本校的英语教学中，合作学习的实施是可行有效 的，它使得学习者在学习过程中体验互助合作的快乐和共同目标达成的愉 悦，提高学习者的合作交流意识和能力。本人在行动研究过程中也受益非浅。 关键词：合作学习，英语教学，行动研究 Abstract Modem society is highly competitive, but people have started to realize the importance of cooperation since it is part of human q

3、ualities for survival and development for modem life. Cooperative Learning has become a popular theory and practice in the past decade. This kind of learning is mainly based on these theories: the Cognitive Elaboration Theory, the Motivational Theory and the Social Interdependence Theory. Cooperativ

4、e Learning emphasizes that learners should participate learning process actively and interactively and construct their knowledge with the help of each other. During the school year 2004-2005,1 conducted an action research in my English classes. The research is aimed to explore two aspects of Coopera

5、tive Learning as below: its feasibility in my school; its effect on changing learning behavior, attitude, cooperative awareness and ability. I organized twelve groups in my class according to the principle of intra-group heterogeneousness and inter-group homogeneousness. And I tried to cultivate the

6、ir collaborative awareness and ensure that students are taught the interpersonal skills. The key factor is the task-design, which is in such a way that each group member should realize that he is to contribute to the task completion and to assist others. Through the action research and data collecti

7、on, the research achieved the predicted results, which showed that Cooperative Learning is feasible and effective when applied to middle school English teaching. It makes students experience the happiness of cooperation and the satisfaction of the achievement of group-oriented goals. Cooperative Lea

8、rning also raises the interest of students and improves their learning results. Their cooperative awareness and ability is also improved. Besides, I, as the teacher and action researcher, benefit a lot in this process. Key words:Cooperative Learning, English teaching, action research 行动研究在中学英语合作学习中的

9、应用 中文文摘 现代社会竞争日益激烈，但与此同时，人们逐渐发现个体的合作意识和 合作能力已成为现代人赖以生存发展的重要品质之一。合作学习是近年来许 多国家普遍采用的一种富有创意和实效的教育理论和策略体系。研究表明， 合作学习强调学生个体之间的互动在各个教学要素中以及在学生知识建构中 的作用，它在改善课堂内的心理气氛，大面积提高学生学业成绩，促进学生 良好的社会化进程等方面实效显著。但研究更多局限于理论方面，在 国内目 前关于合作学习的实践仍处于初期探索阶段。 本文是一篇行动研究报告，研究课题是合作学习在中学英语教学中的应 用。本报告共五章，包括文献综述、研究课题的确定和设计、研究过程的描 述、

10、数据分析、反思及结论。 第一章主要阐述两个内容。一是关于合作学习的定义、发展历史、理论基 础、基本要素、种类、模式以及作用的回顾。合作学习是指学生在小组或团 队中为了完成共同的任务，有明确的责任分工的互助性学习，简单地说，这 是一种以合作学习为基本组织形式，系统利用教学中动态因素之间的互动， 促进学生的学习，以团体成绩为评价标准，共同达成学习目标的活动。 20 多 年来，各国工作者一直在开发和修改实施合作学习的技术和材料，尽管具体 形式和称谓不甚一致，但他们却有着共同的教学理念，即：积极承担在完成 共同任务中个人的责任；积极的相互支持配合，特别是面对面的促进性的互 动；期望所有学生能进行有效的

11、沟通，建立并维护小组成员之间的相互信任， 有效的解决组内冲突；对于各人完成的任务进行小组加工 ； 对共同的成效进 行评估，寻求提高其有效性的途径。目前许多国家普遍釆用了这种富有创意 和实效的学习理论和方略，不仅有利 于提高学生的言语交际能力和自信心， 而且也能使学生有机会相互切磋求解，相互合作。然而，作为一种理念和模 式，合作学习的研究和应用在我国尚处于起始阶段，系统的理论探索与应用 并不多见，在很大程度上制约了合作学习在我国的应用和其有效性的发挥。 III 二是关于行动研究的定义，发展历史，种类、研究的原因，教师角色等相关 内容的回顾。行动研究是一种系统的反思性的探究活动，是由教师针对自己

12、教学中的实际直接参与和开展调查和研究，它需要一系列的步骤来完成，目 的是不断改进自己的教学，使教学达到最佳效果，同时提高对教学过程的理 解和认识。 第二章阐述的是研究课题的确定和设计的情况。具体描述研究的背景，理 论基础和目的，班级情况和研究的课题以及行动的计划和步骤。目前中国正 进行轰轰烈烈的基础教育改革，新课程标准提倡合作学习。基于第一章提到 的理论依据和当今的时代背景，本人将研究课题确定为 “ 行动研究在中学英 语合作学习中的应用 ”，目的是探讨合作学习在本校的可行性问题，以及该策 略对学生学习策略、合作意识、合作能力的改变的有效性问题。本人任教的 班级人数较多，有 69 人。 研究步骤

13、具体为： 1、传授理论 2、分组 3、角色 分配 4、将合作学习用于不同课型的英语课上5、评估。采用多种的数据采 集方式：观察，访谈，调查，教学日志等等。 第三章重点描述研究的整个过程。基于第二章提到的行动计划及步骤，本 人用一年的时间进行研究实践。由于学生们在这次研究对合作学习一无所知， 所以本人行动的第一步就是让学生们尽快熟悉合作学习的相关理论，重点培 养他们的合作意识和技能。然后进行分组和角色分配，本人将全班同学分成 “组内异质，组间同质 ”的十二个小组，教室的座位也重新进行安排，每组 的各个成员都充当 一个角色，即组长、观察员、记录员、汇报员、监督员等。 分配好角色之后，开始在对话课、

14、阅读课、写作课和练习评讲课中应用合作 学习。同时还采用合作学习的评价方式，包括自我评价、组内评价、组际评 价等。在行动研究的过程中，由于学生和本人都是初次参与，出现了一些问 题，如小组成员之间合作不够默契，家长的不理解，课堂中应用了过多的母 语等等。针对这些情况，本人通过访谈学生，请教专家，邀请家长来学校听 课等方式了解问题和解决问题。 本报告的第四章是数据分析。数据分析主要是根据一些调查问卷及对学生 的评价表进行分析，如个人努力评估，学生对课堂活动的认识与态度，小组 IV 成员自我评估等。数据分析主要是体现这次研究实践的效果，学生的学习策 略水平有了一定程度的提高。 第五章是对本次研究的反思

15、。反思的内容包括研究结果及收获、成功的 原因、以及对中学英语教学的启示。通过这次行动研究，本班学生整体上有 着较大的进步，表现在参与积极性、生生互动，学困生的自信心増强，对待 错误的态度等诸多方面。作为教师，本人在研究中认真学习理论、积极实践、 观察反思，自身的素质也得到了提高。成 功的原因在于本人和学生能在研究 活动开始前进行较充分的准备，学生的积极的相互依赖得以保证，教师及时 的帮助和支持、评价方式的正确应用及课堂上的宽松氛围。本次研究对中学 英语教学的启示分为小组构成、任务分配、评析、学生反馈、互动技巧、过 程控制等方面。 本报告在最后一部分得出本次行动研究的结论。研究表明，在中 学英语

16、教学中应用合作学习有着积极的效果。通过数据分析可以得 出，合作学习不仅对学生的知识掌握有益，而且对学生的交际技巧、 学习风格、心理健康等方面都有积极的影响。然而，本人毕竟是初 次进行行动研究，研究 的过程当中也出现了一些问题，比如家长在 研究刚开始时的不够配合，学生在合作学习过程中应用了过多的母 语，学生的合作技巧尚未成熟之类的问题，这些问题虽然在研究过 程中通过反思而后采取一定的对策是解决了，但面对新一轮的研究 , 本人还需进一步努力，以更好地、更有效地帮助学生进行学习。 Contents Chinese Abstract . I English Abstract . II Chinese

17、Synopsis . ED Introduction . 1 Chapter One Literature Review . 3 1.1 An overview of Cooperative Learning 1.1.1 Definitions 1.1.2 A brief history of Cooperative Learning 1.1.3 Theoretical perspectives on Cooperative Learning 1.1.4 Basic elements of Cooperative Learning 1.1.5 Three types of Cooperativ

18、e Learning in EFL classes 1.1.6 Major models of Cooperative Learning in EFL classes 1.1.7 Advantages of Cooperative Learning 1.2 An overview of action research 1.2.1 Definitions 1.2.2 Three types of action research 1.2.3 Reasons to do action research 1.2.4 The roles of teacher researchers Chapter Tw

19、o The Setting and Design of the Research Project 19 2.1 Description of the current English teaching 2.2 Research rationale 2.3 Object of action research 2.4 Class description 2.5 Design of the project 2.5.1 Planned actions 2.5.2 Methods of collecting data Chapter Three Descriptions of the Main Cours

20、e . 23 3.1 Teaching theories 3.2 Grouping 3. 3 Assignment of roles in the group 3.4 Using Cooperative Learning in different types of lesson 3.4.1 Dialogues 3.4.2 Reading comprehension 3.4.3 Writing 3.4.4 Exercises and papers 3.5 Assessments Chapter Four Data Analysis . 36 Chapter Five Reflection . 4

21、5 5.1 Results of the research 5.1.1 Results for students 5.1.2 Results for myself 5.2 Reasons for success 5.3 Implication for middle school English teaching Conclusion . 49 Appendix . 51 Bibliography . 54 Acknowledgement . 58 Introduction The progressing world is full of challenges, competition and

22、opportunities .Though the: competitive principle of “survival of the fittest” has prevailed in our society for a long time, the society is calling for qualified citizens who not only have professional knowledge but also the ability to obtain lifelong learning, and who not only work well on their own

23、 but also cooperate with others well. The traditional teaching intensified the fierce competition among students and its negative effects have long been criticized. In recent years, China has been undergoing a revolution in education. In 2001, the New Curriculum for all subjects was established. It

24、emphasizes the cultivation of students ability in Cooperative Learning. Therefore it is necessary for us to research into the theory and the effective approaches of Cooperative Learning in English. Being one of the most practical instructional strategies, Cooperative Learning refers to a method of i

25、nstruction whereby students work cooperatively in groups to reach common goals. In many countries, modem Cooperative Learning has become a widely used instructional procedure in from preschool to graduate levels, in all subject areas, in all aspects of instruction and learning, in nontraditional as

26、well as traditional learning situations, and even in after school and non-school educational programs. Since Cooperative Learning Approach emphasizes communication and cooperation, it has been introduced to China as a practical way to solve problems in middle school English class. Articles, introduc

27、tions and reports using Cooperative Learning Approach have been a hot topic to discuss about. However, as we further study them, we can find out that there are more introductions of the theories than reports of research. Models suitable for middle school English classes are lacking. As an effective

28、research method, action research provides a way of working which links theory and practice into the whole: ideas in action. The linking of the terms “action” and “research” highlights the essential feature of the method: trying out ideas in practice as a means of improvement and as a means of increa

29、sing knowledge about the curriculum, teaching and learning .The result is improvement in what happens in the classroom and school, and better articulation and justification of the educational rationale of what goes on.(Carr and Kemmis, 1986) So far, scholars at home and abroad have done plenty of re

30、search into the theoretical importance and procedures of action research, but the actual use of it still stays in the beginning period. To apply action research into Cooperative Learning in middle school English teaching is not only important to English teaching but also to teachers5 professional de

31、velopment. Through action research, teachers can find out if Cooperative Learning is a feasible teaching and learning strategy for their own middle school environments, whether the theory can fit the practice, what problems may appear and how to solve the problems. Also, teachers* own quality can be

32、 improved through the research, which is called professional development. Teachers professional development is important to the development of the whole country. My report aims to provide a way of educational practice for the reform of English classroom instructions by means of Cooperative Learning

33、Approach. An action research was designed and carried out for about one year. The report consists of five chapters. Whats provided here is a brief account of Cooperative Learning and action research, the setting and design of the research, the description of the main course, data analysis, my reflec

34、tion and conclusion. 2 Chapter One Literature Review 1.1 An overview of Cooperative Learning 1.1.1 Definitions Cooperative Leaming(CL) is instruction that involves students working in teams to accomplish a common goal (Johnson & Smith, 1991). It is an instructional strategy that provides the social

35、structure for learners to work cooperatively in small teams, each with learners of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates l

36、earn. Thus, Cooperative Learning creates an atmosphere of achievement. Although it was developed for use with native English speakers, CL has been found to be effective for promoting the academic achievement, language acquisition, and social development of English language learners (Calderon & Slavi

37、n, 1999; Ovando & Collier, 1998).It is now widely recognized as one of the most promising practices in the field of education. Cooperative classrooms are changing the essence of learning from $.2XUV 950s CDPFU3V ooo 642 o bou-HUJa3aq pCDls-THssco JICDS SI2SCDAonpuJ boUJSSCDoOJJ UOPCOUIJOJUJ X4-.2XUV

38、 OAHOS (Dlnv oooooo 54321 44 Chapter Five Reflection 5.1Results of the research Through the planned actions, my students have made considerable progress in many aspects; meanwhile, I myself have achieved a lot in terms of my ability in solving problems in teaching. 5.1.1 Results for students As can

39、be seen from the data in Chapter Four, the progress the students made is listed as follows:. 1) On the whole, students did have significant improvement in equalising their participation during group work. Students put in practice the idea that each individual represents one important and unique part

40、 to the group. 2) There was great improvement in the interaction between low level and high level achieving students. 3) It was observed that the high achievers started to develop the ability to share their knowledge with their team-mates helping them with academic content. 4) There was evidence of

41、self-esteem on the part of the low achievers .They started to feel more confident to express their opinions, feelings and consequently, their creativity. 5) The low achievers got more responsible to their learning and it resulted in positive achievements to their language learning process. 6) Studen

42、ts were encouraged to listen to their friends and this seemed to have helped them to improve their listening skills. It involved in having them reflect on the importance of giving the necessary attention to what someone has to say. 7) The frequent self and group evaluation activities seemed to have

43、led students to make efforts to develop their individual accountability. 8) Students seemed to enjoy taking part in Cooperative Learning activities which are game-like but there is no competition element involved. 9) Students changed their attitudes towards mistakes. Mistakes started being seen as i

44、mportant tools to their learning process. Thus the students started to feel comfortable to accept the idea of having a colleague helping them building up their language awareness. They seemed to have assumed that it was her/his colleagues job to help them. And it might have been a good start to enco

45、urage students to trust one another. 10) Students learned how to help a friend to accomplish a task without doing it for him/her. I think this work is going to help “Student A” and “Student B” 45 stop fighting by a learner This student had realised that cooperative lessons would possibly effect peop

46、les attitudes towards each other, leading to positive changes in their relationships. 5.1.2Results for myself As a teacher, through one year teaching and research, I often observed and reflected on my teaching experience. In this way， my understanding of the educational theories and teaching has become deepened. Meanwhile, my teaching skills have improved soundly, more compatible with my own personality. More importantly, I have began to study my own problems systematically and managed to solve them by carrying out action research. Generally, my research objectives have been w