大学英语阅读中的同伴教学效果研究
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摘要
近年来,同伴教学作为一种有效的教学方法已经吸引了许多教育研究者和教师的兴趣。同伴教学是指一位学生在接受一定的培训后,在教师的指导下帮助相同或相似年级水平的同伴进行学习,学生们通过互帮互教,从而完成学习任务。同伴教学将学习的义务与责任交给学生。国外大量的实证研究结果证明了同伴教学的有效性。它不仅能使学习更高效和令人愉悦,而且能增强施教者与受教者自信心,促进其认知能力和社会交际能力的发展。
虽然国外同伴教学的研究支持其有效性,但在中国教学情境下,对同伴对教学效果的研究还少之又少,且相关的研究都局限在于对国外相关理论的介绍与评价上。鉴于此,本研究试图探讨同伴教学对于大学生英语阅读能力的影响,力图寻找下列问题的答案:与传统的以教师为主导的阅读课教学相比,同伴教学将能给学生带来什么好处及在同伴教学实施过程中将会遇到什么样的困难与挑战?以便为改进大学英语阅读教学提供思路。来自长沙南方职业学院2007级商务英语专业两个班级(071班和072班)共96名学生于2007年秋季参与了本次实验研究。实验班和控制班都由本文作者执教,所用阅读教材相同,且两班的阅读水平基本相当。其中071班的48名学生作为实验班,全程参与了同伴教学课程计划,而控制班采用常规的教学方法。实验班在实验前接受了关于同伴教学的技巧培训。他们以两人小组的形式,轮流担任施教者和受教者,进行了为期12周(每周一次)的同伴阅读训练。实验中的所有数据,包括针对学生阅读水平的实验前测和实验后测成绩以及实验班学生对于同伴教学的反馈信息,都被收集并用SPSS统计软件加以统计与分析。
与传统的以教师为主导的阅读教学相比,本研究表明作为施教者的学生在以下方面得到益处:1)以教促学,教学相长;2)在帮助别人的过程中培养了责任心和自信心。研究还表明作为受教者的学生在以下方面得到了改善:1)课堂应答明显增多,课堂的时间得到了充分的利用。2)阅读能力得到了不同程度的提高。研究表明实验班大多数学生都提高了阅读成绩和增强了阅读兴趣,但由于受个体差异和组织过程中的未预知的因素的影响,也有13个学生的阅读后测成绩低于前测成绩。实验证明了同伴教学是提高我国大学生英语阅读能力的一种有效的教学方式,但也存在一些问题与挑战。
在本研究的最后,笔者分析了在同伴教学实施过程中所遇到的困难与挑战,阐述了本研究对大学英语阅读教学的启示,并展望了同伴教学研究的前景。
Peer tutoring, as an effective teaching method, has aroused a variety of interest among educational researchers and classroom teachers. It is a method of instruction in which learners with minimal training help each other under the guidance of a teacher, and in turn learn through teaching. It places teaching and learning commitments and responsibilities on students.
Lots of evidence abroad supports the positive effects of peer tutoring. It shows that not only can peer tutoring make learning more efficient and pleasurable, but also can increase the cognitive abilities, self-confidence, and social communication of both who teach (tutors) and who are taught (tutees).
While Peer Tutoring has been shown to be an effective instructional practice abroad, it has rarely been examined for its effectiveness in Chinese teaching context, and related studies have been limited within the theory introduction and theory evaluation fields. Thus, this study sought to investigate the effects of peer tutoring on the acquisition of college students' English reading skills compared with teacher-led instruction with an effort to highlight benefits and challenges, and to make informed improvements for college English teaching. In the autumn semester of 2007, 96 freshmen that major in business English from two regular education classes (Class 071 and Class 072) at South Vocational College of Changsha participated in the experiment. Both the experimental group and the control group were under the instruction of the same reading teacher (this author herself), used the same reading textbook and kept the same English level. The students in the experimental group were invited to join in a peer-tutoring scheme, and the control group received the conventional instruction. All the 48 students from Class 071 were invited to join in a peer-tutoring scheme. They attended a training course for peer-tutoring activities before the experiment and then worked in groups of two, and take turns to be tutors' and tutees. They were provided a total of 12 (once per week) tutoring sessions through the autumn semester of 2007. All data from including students' pretest and posttest reading comprehension sores, tutors and tutees' feedback on peer tutoring program, were collected and analyzed.
Compared with teacher-led instruction, the study results showed several benefits for tutors: 1) learning through teaching; 2) becoming more responsible while doing something worthwhile to help others. Benefits for tutees included: 1) increased active responding, indicating more productive usage of class time, 2) improved levels of English language proficiency. And the study results also show that many students improved their reading achievements, reading motivation and self-confidence to some extents, but due to the individual differences and some uncontrollable factors, 13 students in the experimental group failed to improve their scores on the reading posttest. The study results showed that peer tutoring is a useful teaching strategy to improve the college students' English reading, but numerous factors can interfere in the implementation of peer tutoring programs.
Furthermore, challenges and problems encountered in the process of implementing Peer Tutoring program have been also discussed as well as implications for classroom teaching practice and future research.
虽然国外同伴教学的研究支持其有效性,但在中国教学情境下,对同伴对教学效果的研究还少之又少,且相关的研究都局限在于对国外相关理论的介绍与评价上。鉴于此,本研究试图探讨同伴教学对于大学生英语阅读能力的影响,力图寻找下列问题的答案:与传统的以教师为主导的阅读课教学相比,同伴教学将能给学生带来什么好处及在同伴教学实施过程中将会遇到什么样的困难与挑战?以便为改进大学英语阅读教学提供思路。来自长沙南方职业学院2007级商务英语专业两个班级(071班和072班)共96名学生于2007年秋季参与了本次实验研究。实验班和控制班都由本文作者执教,所用阅读教材相同,且两班的阅读水平基本相当。其中071班的48名学生作为实验班,全程参与了同伴教学课程计划,而控制班采用常规的教学方法。实验班在实验前接受了关于同伴教学的技巧培训。他们以两人小组的形式,轮流担任施教者和受教者,进行了为期12周(每周一次)的同伴阅读训练。实验中的所有数据,包括针对学生阅读水平的实验前测和实验后测成绩以及实验班学生对于同伴教学的反馈信息,都被收集并用SPSS统计软件加以统计与分析。
与传统的以教师为主导的阅读教学相比,本研究表明作为施教者的学生在以下方面得到益处:1)以教促学,教学相长;2)在帮助别人的过程中培养了责任心和自信心。研究还表明作为受教者的学生在以下方面得到了改善:1)课堂应答明显增多,课堂的时间得到了充分的利用。2)阅读能力得到了不同程度的提高。研究表明实验班大多数学生都提高了阅读成绩和增强了阅读兴趣,但由于受个体差异和组织过程中的未预知的因素的影响,也有13个学生的阅读后测成绩低于前测成绩。实验证明了同伴教学是提高我国大学生英语阅读能力的一种有效的教学方式,但也存在一些问题与挑战。
在本研究的最后,笔者分析了在同伴教学实施过程中所遇到的困难与挑战,阐述了本研究对大学英语阅读教学的启示,并展望了同伴教学研究的前景。
Peer tutoring, as an effective teaching method, has aroused a variety of interest among educational researchers and classroom teachers. It is a method of instruction in which learners with minimal training help each other under the guidance of a teacher, and in turn learn through teaching. It places teaching and learning commitments and responsibilities on students.
Lots of evidence abroad supports the positive effects of peer tutoring. It shows that not only can peer tutoring make learning more efficient and pleasurable, but also can increase the cognitive abilities, self-confidence, and social communication of both who teach (tutors) and who are taught (tutees).
While Peer Tutoring has been shown to be an effective instructional practice abroad, it has rarely been examined for its effectiveness in Chinese teaching context, and related studies have been limited within the theory introduction and theory evaluation fields. Thus, this study sought to investigate the effects of peer tutoring on the acquisition of college students' English reading skills compared with teacher-led instruction with an effort to highlight benefits and challenges, and to make informed improvements for college English teaching. In the autumn semester of 2007, 96 freshmen that major in business English from two regular education classes (Class 071 and Class 072) at South Vocational College of Changsha participated in the experiment. Both the experimental group and the control group were under the instruction of the same reading teacher (this author herself), used the same reading textbook and kept the same English level. The students in the experimental group were invited to join in a peer-tutoring scheme, and the control group received the conventional instruction. All the 48 students from Class 071 were invited to join in a peer-tutoring scheme. They attended a training course for peer-tutoring activities before the experiment and then worked in groups of two, and take turns to be tutors' and tutees. They were provided a total of 12 (once per week) tutoring sessions through the autumn semester of 2007. All data from including students' pretest and posttest reading comprehension sores, tutors and tutees' feedback on peer tutoring program, were collected and analyzed.
Compared with teacher-led instruction, the study results showed several benefits for tutors: 1) learning through teaching; 2) becoming more responsible while doing something worthwhile to help others. Benefits for tutees included: 1) increased active responding, indicating more productive usage of class time, 2) improved levels of English language proficiency. And the study results also show that many students improved their reading achievements, reading motivation and self-confidence to some extents, but due to the individual differences and some uncontrollable factors, 13 students in the experimental group failed to improve their scores on the reading posttest. The study results showed that peer tutoring is a useful teaching strategy to improve the college students' English reading, but numerous factors can interfere in the implementation of peer tutoring programs.
Furthermore, challenges and problems encountered in the process of implementing Peer Tutoring program have been also discussed as well as implications for classroom teaching practice and future research.
引文
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Bierman K.& Furman W.(1981)Effects of role assignment rationale on attitudes formed during peer tutoring[J].Journal of Educational Psychology,73,33-40
Brad A.D.,George H.N.,Donna N.G.& Gary J.D.(2005)Monitoring implementation of reciprocal peer tutoring[J].School Psychology Review,34,74-86
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Badger R.,& White,G.(2000).A process genre approach to teaching writing[J].ELT Journal,54(2),153-160.
Bard M.Fulk & Kathy King(2001)Classwide peer tutoring at work[J].Teaching Exceptional Children Nov/Dec 2001
Bell K.R.,Blair M.& Nelson R.(1990).Facilitating mainstreaming students with behavioral disorders using classwide peer tutoring[J].SchoolPsychology Review,19,564-573.
Bierman K.& Furman W.(1981)Effects of role assignment rationale on attitudes formed during peer tutoring[J].Journal of Educational Psychology,73,33-40
Brad A.D.,George H.N.,Donna N.G.& Gary J.D.(2005)Monitoring implementation of reciprocal peer tutoring[J].School Psychology Review,34,74-86
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Chapman J.W.(1988)Cognitive motivational characteristics and academic achievement of learning disabled children:a longitudinal study[J].Journal of Educational Psychology 8(3)356-365
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Damon W.(1984)Peer education:The untapped potential[J].Journal of Applied Developmental Psychology,5,331-343
De Marco J.(1993)Peer education:The untapped Potential[J].Journal of Educational and Psychological Consultation,5,331-343
Debbie R.Robinson,Janet W.,Schofield,& Katrina L.Steers-Wentzell (2005)Peer and cross-age tutoring in math:outcomes and their design implications[J].Educational Psychology Review,17(4),327-362
Delquadri J.,Greenwood C.R.,Whorton D.,Carta J.J.,& Hall R.V.(1986).Classwide peer tutoring[J].Exceptional Children,52,535-542.
Di Pardo,A.,& Freedman,S.(1988).Peer response groups in the writing classroom:Theoretic foundations and new directions[J].Review of Educational Research,58,119-149.
DuPaul G. J. &Henningson P. N. (1993) Peer tutoring effects on the classroom performance of students with attention deficit hyperactivity disorder [J]. School Psychology Review, 22,134-142
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