中学生英语课堂小组合作学习.docx
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中学生英语课堂小组合作学习.docx
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中学生英语课堂小组合作学习
TableofContents
摘要…………………………………………………………………………………………………….Ⅰ
Abstract………………………………………………………………………………………………………..Ⅱ
1Introduction1
2LiteratureReview3
2.1TheoreticalBasis4
2.2MethodsofGroupLearning5
3ImplementofCooperativeLearning6
3.1PreparationsfortheTeaching6
3.1.1CourseAnalysis7
3.1.2GroupDivision7
3.1.3Teacher’sRole8
3.2TeachingExperiments9
4ResultsofCooperativeLearning13
4.1ImprovementonAcademicPerformance13
4.2BeingHelpful14
5ProblemsThatShouldBeNoticed16
5.1InternalFrictions16
5.2LackofCooperativeManners.16
5.3NegativeCompetitionAmongGroups17
6Conclusion18
Bibliography19
AppendixⅠ20
AppendixⅡ21
Acknowledgement22
1Introduction
Cooperativelearninghasahistoryofmorethandecades(王坦,2007).Earlyinthe1stcenturyinancientRome,QuiutilianusSchoolfirstlypointedthatstudentsbenefitfromgrouplearning.Atthebeginningof18thcentury,BritishpriestAndrewBellandteacherJosephLancasterbuiltMonitorialSystemwhichlatersweptaroundtheglobal.Pupilsintheirexperimentswereusedas'helpers'totheteacher,passingontheinformationtheyhadlearnedtootherstudents.TheMonitorialSystemwasthenfoundverypracticalinAmericaandpopularizeinthewholecountry.Later,cooperativelearninginaformofgroupworkwasadvocatedbyDeweyanditmadeupofacrucialpartofhiswell-knownProjectMethod.
Whileinthefieldofpedagogy,ifstrictlydemonstrated,scientificandsystematicpracticeoncooperativestudyactuallyrosefromthe1970sinAmerican.Inthefolloweddecades,TheUnitedStatesconductedaseriesofeducationreforms,whichsparkednumerousresearchesoncooperativelearning.Morecooperativelearningmethodscomingintobeing,suchasTeams-Games-Tournaments(TGT),StudentTeamAchievementDivisions(STAD),GroupInvestigation(GI),Jigsaw,AcademicControversyandTeams-Assisted-Individualization(TAI)wereavailableforteacherstoapplyintotheirteaching.
ThereisanoldsayingquotedfromNotesofStudy(《学记》)thatnocompanioninstudy,noenhancementofvision.ItindicatesthatconsciousnessofcooperativelearninghassproutedlongagoinChina,thoughsystematicstudystartedfromthelate1980s.Accordingtotheexistingdocuments,theearlypracticaltrialsofgroupworkwerelaunchedinHangzhou,Zhejiangprovince.In1993,ShandongInstitutionofEducationandSciencehostedaprojectaboutcooperativelearningexperiments,inwhichhundredsofschoolsamong9provinceswereinvolved.In1999,ChinaworkedoutnewpoliciesthatmeanttodeepeneducationalreformandfurtherpromoteEQO(essential-qualities-oriented)educationwhichhighlightsthecultivationofindependentthinking,creativespiritandpracticalability.In2001,theStateCouncilemphasizedthatcooperativelearningshouldbeencouragedsoastorealizepositivecommunication,mutuallearningbetweenteachersandstudents.Consideredtheoptimisticefficiencyithasachieved,cooperativelearninginChinahasalmostbeenpopularizedinallschoolsinrecentyears.
Withtherapiddevelopmentofscienceandtechnology,socialdivisionoflaboriscontinuouslyrefined.Itlargelycontributestothemorefrequentinternationalandinterpersonalcooperation.Livinginapluralisticandinterdependentworld,studentsoughttolearnhowtocooperateaswellashowtocompete.Mostcompanies,inadegree,putcooperativespiritatthefirstplacetoevaluatewhetheremployersarequalifiedwiththeirpositionornot.However,cooperativecapacitycan’tbetrainedwithinashortperiod.It’sstillalongjourneyforeducatorstofulfilltheambitionofcultivatingtalentsequippedwithrequiredqualitiessuchascooperativespirit,creativityandsociability,etc.
2LiteratureReview
Cooperativelearninghasbeendefinedas“smallgroupsoflearnersworkingtogetherasateamtosolveaproblem,completeatask,oraccomplishacommongoal”(Artz&Newman,1990).
Althoughthebasicprinciplesofcooperativelearningremainednochange,itstillexistsinseveraldifferentmodels.AuthorizedresearchersincludingRobertSlavin,RogerandDavidJohnson,andSpencerKagan,haveslightlydifferentapproachesandemphases(Metzke&Berghoff,1999).Theydidresearchesoncooperativelearningfromvariousperspectivessuchasteambuilding,teachingmethods,groupskillsandcooperativelearningstructuresandsoon.
Thispartexplainsrelevanttheoriesandteachingmethods.
2.1TheoreticalBasis
Cooperativelearninghasearnedwidepopularityamongwell-knownscholarsandeducators.Andtheirscientificandefficienttheorieshavebeenappliedtopracticalteaching.Inthispaper,fourmaintheoriesincludinghumanisticeducationtheory,constructivismlearningtheory,zoneofproximaldevelopmentandelaborationtheoryaredemonstratedtosupportthispaper.
Humanisticeducationisaneducationalapproachthatputsemphasisonthecultivationofawholeperson.Humanisticeducationteachesawidevarietyofskillswhichareneededtofunctionintoday'sworld--basicskillssuchasreading,writingandcomputation,aswellasskillsincommunicating,thinking,decision-making,problem-solvingandknowingoneself.Anditisahumaneapproachtoeducation--onethathelpsstudentsbelieveinthemselvesandtheirpotential,thatencouragescompassionandunderstandingandthatfostersself-respectandrespectforothers.
Constructivismlearningtheoryisaphilosophywhichenhancesstudents'logicalandconceptualgrowth.Theconstructivismlearningtheoryarguesthatpeopleproduceknowledgeandformmeaningbasedupontheirexperiences.Twoofthekeyconceptswithintheconstructivismlearningtheorywhichcreatetheconstructionofanindividual'snewknowledgeareaccommodationandassimilation.Assimilatingcausesanindividualtoincorporatenewexperiencesintotheoldexperiences.Thiscausestheindividualtodevelopnewoutlooks,rethinkwhatwereoncemisunderstandings,andevaluatewhatisimportant,ultimatelyalteringtheirperceptions.Accommodation,ontheotherhand,isreframingtheworldandnewexperiencesintothementalcapacityalreadypresent.Individualsconceiveaparticularfashioninwhichtheworldoperates.Whenthingsdonotoperatewithinthatcontext,theymustaccommodateandreframingtheexpectationswiththeoutcomes.Theroleofteachersisveryimportantwithintheconstructivismlearningtheory.Insteadofgivingalecturetheteachersinthistheoryfunctionasfacilitatorswhoseroleistoaidthestudentwhenitcomestotheirownunderstanding.
Thezoneofproximaldevelopment,oftenabbreviatedZPD,hasbeendefinedas"thedistancebetweentheactualdevelopmentallevelasdeterminedbyindependentproblemsolvingandthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidance,orincollaborationwithmorecapablepeers".Vygotskybelievedthatinteractionwithpeersisaneffectivewayofdevelopingskillsandstrategies.WhenastudentisattheZPDforaparticulartask,offeringthesuitableassistantwillbreakthegapbetweenwhathehasmasteredandwhathepotentiallywilldevelop.(McLeod,S.A.2010)
Accordingtoelaborationtheory,instructionshouldbeorganizedinincreasingorderofcomplexityforoptimallearning.Forexample,whenteachingaproceduraltask,thesimplestversionofthetaskispresentedfirst;subsequentlessonspresentadditionalversionsuntilthefullrangeoftasksaretaught.Ineachlesson,thelearnershouldberemindedofallversionstaughtsofar.Akeyideaofelaborationtheoryisthatthelearnerneedstodevelopameaningfulcontextintowhichsubsequentideasandskillscanbeassimilated.Asoneofthebestwaystoelaborateistoexplaintoothers,developmenttheoryshouldbeimplementedasthepremiseconditionofelaborationtheory.
2.2MethodsofGroupLearning
Sofar,therearefourgrouplearningmethodsbeingdeeplyresearchedandwidelyimplementedinteaching:
student-teams-achievementdivision,team-assistedindividualization,cooperativeintegratedreadingandcompositionandteams-games-tournament.Duringthepractic,onlythefirstthreeareappliedtotheexperiment.
InSTAD,studentsareassignedtofour-memberlearningteamsthataremixedinperformancelevel,gender,andethnicity.Theteacherpresentsalesson,andthenstudentsworkwithintheirteamstomakesurethatallteammembershavemasteredthelesson.Finally,allstudentstakeindividualquizzesonthematerial,atwhichtimetheymaynothelponeanother.Students’quizscoresarecomparedtotheirownpastaverages,andpointsareawardedonthebasisofthedegreetowhichstudentsmeetorexceedtheirownearlierperformance.Thesepointsarethensummedtoformteamscores,andteamsthatmeetcertaincriteriamayearncertificatesorotherrewards.
SimilartoSTAD,TAI(Slavin,1984)awardsthosewhoperformwell,butwhat’sdistinguishedisthatTAIcombinescooperativelearningwithindividualstudy.Childrenaresplitintoteamsoffourorfivewithamixofability.Afterateacherhastaughtalesson,teammateshelpeachothercompleteexercises.Childrenaregivenexercisesataleveldeterminedbytheirscoreinaninitialtest.Studentsarethentestedindividually.Teamsearnrecognitionbywayofweeklyawardsfortheiroverallperformance.InTAI,studentsemphasizebothindividualprogressandassistantamongmembers.
CIRC(Stevens&Slavin,1995)isacomprehensiveprogramforteachingreadingandwritingintheupperelementarygrades.Studentsworkinfour-membercooperativelearningteams.Theyengageinaseriesofactivitieswithoneanother,includingreadingtooneanother,makingpredictionsabouthownarratives
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- 中学生 英语课堂 小组 合作 学习