合作学习：一种激发大班英语学习者学习动机的有效方式
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摘要
本文旨在分析和探讨中学这一层面上面对这一挑战所采取的大班英语教学方法及其理论和实践,力求在现今中学教育的条件范围内,提供一些有益于提高大班英语教学质量的措施方法。
本文首先介绍了作者本人通过问卷及访谈的形式所收集到的若干所中学英语课大班教学的现状,并分析归纳了大班英语教学给学生和教师带来的教学法、管理方法和情感交流方面的困难。从而指出改革和设计中学大班英语教学的必要性。正是因为在大班中教师很难再继续扮演独角戏的角色,以学生学习为中心的课堂便显得十分必要。
教师如何再扮演一个新的角色去充分调动学生的主观能动性?如何才能为学生营造一个互相合作的学习环境?在回答这些问题时,本论文具体阐述合作学习下一些成功大班英语教学的教学技巧和方法,这些教学技巧和方法体现了以学生为中心的学习过程。论文着重探讨了设计大班英语课的理论基础——合作的学习理论。简述了合作学习理论的基本内涵,基本特征。同时特别强调了大班教学技巧和方法对于大班英语教学所起的举足轻重的作用,指出了计算机辅助英语教学和网络的普及将会以更加丰富的内容和形象生动的方式去吸引更多的学习者,并让他们享受到更有效的英语学习环境,从而最大限度地调动学生的学习热情和学习潜能。
结合自己的教学实践,介绍了以合作学习的学习理论为理论依据,结合多媒体网络和一些成功英语大班教学的策略和技巧的大班英语教学活动设计,教学步骤和教学评价等。接着本论文进行了合作学习和大班英语教学技巧相结合的教学方法有效性实验,选择两个平行的大班进行实验,对控制组的学生采用传统的教学方法,而对实验组则使用和教学技巧相结合的教学方法。经过一个学期的教学,对两个班学生进行测试的结果表明:两个班的学生在英语听、说、读、写四种基本技能方面均存在显著的差异:实验组学生成绩提高明显。从而文章认为以合作学习的学习理论为指导,运用教学技巧和科技手段相结合的教学方法能够为学生创造好的学习环境,从而真正提高中学英语大班教学的效果和质量。
本文所做的基础调查研究只是一个初步的探索,以期能部分解决中学大班教学中存在的某些问题,对于这一问题的科学解决仍有待关心中学英语大班教学的各方人士共同探讨、改进和提高。
This thesis concentrates on one burgeoning problem existing in EFL classes: EFL classes are facing great pressure --one teacher has to deal with a larger and larger language class. So when the class size becomes larger and larger, how to find appropriate coping methods accordingly?
Based on two questionnaires, the thesis firstly analyzes the current situation of large EFL classes which demands for urgent innovation and improvement. Then this thesis tries to explore the solution to the three categories of large class related problems: the difficulties of methodology, management and affective interaction between teachers and students, which are collected by using an interview with English teachers, Since the role of teachers has greatly changed in the large class situation, the students are central in the classroom instead of the authoritative teachers.
So how should EFL education at this level adapt to the large class situation without decreasing its quality? How should teachers prepare to play a different role in the process of managing large classes? How should students be accustomed to large EFL class environment and take good advantage of the facilities available to serve their academic needs? So many questions unsolved are waiting for researching, experimenting, and designing. Luckily, cooperative learning provides the theoretical support to the possibility for the students to effectively construct their knowledge timelessly and spacelessly though they are in large EFL classes. This redirection of focus is, as cooperative learning proposes that a cooperative learning environment should be, posing another challenge for both teachers and students involved in classes. Cooperative learning theory provides an ideal approach and solution to the dilemma of large EFL classes.
This thesis then discusses a number of student-centered and learning focused techniques and strategies, which are used successfully in large EFL classes both here and abroad. After that, based on cooperative learning theory, this thesis presents some large EFL class teaching samples with teaching strategies involved to show that large EFL class can be richly presented, more vivid, interesting and effective. From this, the debatable of large EFL class can be enlightened to a great extent by scientific techniques and technology to create a real student-centered cooperative applying learning environment. Finally, an experiment is conducted to show the efficiency of cooperative learning teaching strategies involved teaching method in large EFL classes. In the experiment, the students in the control group are taught in traditional teaching method, while those in the experimental group are taught in cooperative learning and strategies involved teaching method. After a term's experiment,there is obviously difference between the two groups. The students in experimental group do a better job in all the four basic skills of English: listening, speaking, reading, writing. Therefore, multimedia, Internet and strategies involved teaching method can improve the quality of TEFL in middle school large classes.
In the end, this thesis indicates that although the real answers to the large EFL class connected questions are of theoretical and practical significance, there is still a long way to go to touch the essence and excellence.
本文首先介绍了作者本人通过问卷及访谈的形式所收集到的若干所中学英语课大班教学的现状,并分析归纳了大班英语教学给学生和教师带来的教学法、管理方法和情感交流方面的困难。从而指出改革和设计中学大班英语教学的必要性。正是因为在大班中教师很难再继续扮演独角戏的角色,以学生学习为中心的课堂便显得十分必要。
教师如何再扮演一个新的角色去充分调动学生的主观能动性?如何才能为学生营造一个互相合作的学习环境?在回答这些问题时,本论文具体阐述合作学习下一些成功大班英语教学的教学技巧和方法,这些教学技巧和方法体现了以学生为中心的学习过程。论文着重探讨了设计大班英语课的理论基础——合作的学习理论。简述了合作学习理论的基本内涵,基本特征。同时特别强调了大班教学技巧和方法对于大班英语教学所起的举足轻重的作用,指出了计算机辅助英语教学和网络的普及将会以更加丰富的内容和形象生动的方式去吸引更多的学习者,并让他们享受到更有效的英语学习环境,从而最大限度地调动学生的学习热情和学习潜能。
结合自己的教学实践,介绍了以合作学习的学习理论为理论依据,结合多媒体网络和一些成功英语大班教学的策略和技巧的大班英语教学活动设计,教学步骤和教学评价等。接着本论文进行了合作学习和大班英语教学技巧相结合的教学方法有效性实验,选择两个平行的大班进行实验,对控制组的学生采用传统的教学方法,而对实验组则使用和教学技巧相结合的教学方法。经过一个学期的教学,对两个班学生进行测试的结果表明:两个班的学生在英语听、说、读、写四种基本技能方面均存在显著的差异:实验组学生成绩提高明显。从而文章认为以合作学习的学习理论为指导,运用教学技巧和科技手段相结合的教学方法能够为学生创造好的学习环境,从而真正提高中学英语大班教学的效果和质量。
本文所做的基础调查研究只是一个初步的探索,以期能部分解决中学大班教学中存在的某些问题,对于这一问题的科学解决仍有待关心中学英语大班教学的各方人士共同探讨、改进和提高。
This thesis concentrates on one burgeoning problem existing in EFL classes: EFL classes are facing great pressure --one teacher has to deal with a larger and larger language class. So when the class size becomes larger and larger, how to find appropriate coping methods accordingly?
Based on two questionnaires, the thesis firstly analyzes the current situation of large EFL classes which demands for urgent innovation and improvement. Then this thesis tries to explore the solution to the three categories of large class related problems: the difficulties of methodology, management and affective interaction between teachers and students, which are collected by using an interview with English teachers, Since the role of teachers has greatly changed in the large class situation, the students are central in the classroom instead of the authoritative teachers.
So how should EFL education at this level adapt to the large class situation without decreasing its quality? How should teachers prepare to play a different role in the process of managing large classes? How should students be accustomed to large EFL class environment and take good advantage of the facilities available to serve their academic needs? So many questions unsolved are waiting for researching, experimenting, and designing. Luckily, cooperative learning provides the theoretical support to the possibility for the students to effectively construct their knowledge timelessly and spacelessly though they are in large EFL classes. This redirection of focus is, as cooperative learning proposes that a cooperative learning environment should be, posing another challenge for both teachers and students involved in classes. Cooperative learning theory provides an ideal approach and solution to the dilemma of large EFL classes.
This thesis then discusses a number of student-centered and learning focused techniques and strategies, which are used successfully in large EFL classes both here and abroad. After that, based on cooperative learning theory, this thesis presents some large EFL class teaching samples with teaching strategies involved to show that large EFL class can be richly presented, more vivid, interesting and effective. From this, the debatable of large EFL class can be enlightened to a great extent by scientific techniques and technology to create a real student-centered cooperative applying learning environment. Finally, an experiment is conducted to show the efficiency of cooperative learning teaching strategies involved teaching method in large EFL classes. In the experiment, the students in the control group are taught in traditional teaching method, while those in the experimental group are taught in cooperative learning and strategies involved teaching method. After a term's experiment,there is obviously difference between the two groups. The students in experimental group do a better job in all the four basic skills of English: listening, speaking, reading, writing. Therefore, multimedia, Internet and strategies involved teaching method can improve the quality of TEFL in middle school large classes.
In the end, this thesis indicates that although the real answers to the large EFL class connected questions are of theoretical and practical significance, there is still a long way to go to touch the essence and excellence.
引文
1.Aronson, R. J. Six Keys to Effective Instruction in Large Classes: Advice from a Practitioner in Teaching Large Classes Well edited by Maryellen Gleason Weimer. New Directions_for Teaching and Learning, No, 32. San Francisco: Jossey-Bass, 1987.
2. Barron, L. Ordinary Einstein. The national teaching and learnin .Forum, 1994.
3. Brown, J. S., Collins, A.,&Duguid, R. Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42, 1989.
4. Dheram, P. K. Raising the Writer's Awareness in the Large Class. Forum. Vo1.34 No.3,1996.
5. Di Aiying, Letting students guide their own learning-- “ experimental project on students’autonomy. Teaching English in China (Quarterly), VoLZO, 4, 2000.
6. Driscoll, M. Psychology of learning for instruction. Boston: Allyn&Bacon, 1994.
7. Duppenthaler, P. Managing and monitoring large classes. Forum, Vo1.38 No.3, 2000.
8. Firth, C. Motivation to learn. University of Saskatechewan Press, 1997.Elliot Araonson, 1978. The Jigsaw Classroom. Beverly Hills. CA: Sage Publications
9. Gleason, M. Better Communication in Large Courses. 34(1), 20-24, 1986.
10. Good, T. L., Brophy, J, E. Educational psychology. A realistic approach. White Plains, NY: Longman, 1990.
11. Harmer, J. How to teach English. Addision Wesley Longman Limited, 1998.
12.Johnson. D, W. 1989. Cooperation and Competition Theory and Research Edina, MN: International Book.
13.Johnson, D.& Johnson, T. 1987. Learning Together and Alone: Cooperative, Competitive and Individualistic Learning. Englewood Cliffs, NJ:Prentice Hall.
14.Johnson, B. 1996. The Performance Assessment Handbook: Designs from the Field and Guidelines for the Territory Ahead. Arlinglon, VA: Eye on Education.
15.Kagan, Henya. 1990. Cooperative Learning. Capistrano, CA: Resources of Teachers
16. LoCastro, V. Large size classes: The situation in Japan (Project Report No.5.Leeds, England: Lancaster-Leeds Language Learning in Large Classes Research Project,1989
17.Slavin, R. E. 1983. Cooperative Learning: theory and research. New York: Praeger
18.Slavin, R., Sharan, S., Kagan. S., Hertz-Lazarowitz, R., Webb, C., and Schmuck, R. 1985. Learning to cooperate, cooperating to learn. New York: Plenum Press.
20.Slavin, R. E. 1989. Cooperative Learning and student achievement. School and Classroom Ornization,13,129-143.
21. Spitzer, D. R. Motivation: The neglected,factor in instructional design. Educational Technology, 1996.
22. Steffe, L. Overview of the action group A1:Early childhood years. In L. Steffe and T. Wood (Ed.), Transforming early childhood mathematics education: An international perspective. Hillsdale, Lawrence Erlbaum, 1990.
23. Stieve, E. Classroom Techniques.' Silence can be golden in a writing class. Forum, Vol. 38 No. 4, 2000.
24. Taylor, R. The computer in the school: Tutor, tool, tutee. New York: Teacher College Press, 1989.
25. Widdowson, H. G. Aspects of Language Teaching. Oxford University Press, 1990.
26. Wilson, B. (Ed.) Cooperative! learning environments: Case studies in instructional design. New Jersey; Educational Technology Publications, 1996.
27. Xu Xiaozhen On the dialectic relationships between 3S in ELT. Teaching English in China, Vo1.23 No.4, 2000.
28. Yalden, J. Principles of Course Design for Language Teaching. Cambridge University Press, 1987.
29.董文周,于七凯,《多媒体与外语教学改革》,《外语电化教学》,2001 年第 80 期。
30.潘志宇,《中学英语阅读课的多媒体网络教学模式初探》,《外语电化教学》,2001 年第 81 期。
31.庄宇,《让多媒体走入英语课堂》,《外语电化教学》,2002 年第 83 期。 2001 年第 81 期。
2. Barron, L. Ordinary Einstein. The national teaching and learnin .Forum, 1994.
3. Brown, J. S., Collins, A.,&Duguid, R. Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42, 1989.
4. Dheram, P. K. Raising the Writer's Awareness in the Large Class. Forum. Vo1.34 No.3,1996.
5. Di Aiying, Letting students guide their own learning-- “ experimental project on students’autonomy. Teaching English in China (Quarterly), VoLZO, 4, 2000.
6. Driscoll, M. Psychology of learning for instruction. Boston: Allyn&Bacon, 1994.
7. Duppenthaler, P. Managing and monitoring large classes. Forum, Vo1.38 No.3, 2000.
8. Firth, C. Motivation to learn. University of Saskatechewan Press, 1997.Elliot Araonson, 1978. The Jigsaw Classroom. Beverly Hills. CA: Sage Publications
9. Gleason, M. Better Communication in Large Courses. 34(1), 20-24, 1986.
10. Good, T. L., Brophy, J, E. Educational psychology. A realistic approach. White Plains, NY: Longman, 1990.
11. Harmer, J. How to teach English. Addision Wesley Longman Limited, 1998.
12.Johnson. D, W. 1989. Cooperation and Competition Theory and Research Edina, MN: International Book.
13.Johnson, D.& Johnson, T. 1987. Learning Together and Alone: Cooperative, Competitive and Individualistic Learning. Englewood Cliffs, NJ:Prentice Hall.
14.Johnson, B. 1996. The Performance Assessment Handbook: Designs from the Field and Guidelines for the Territory Ahead. Arlinglon, VA: Eye on Education.
15.Kagan, Henya. 1990. Cooperative Learning. Capistrano, CA: Resources of Teachers
16. LoCastro, V. Large size classes: The situation in Japan (Project Report No.5.Leeds, England: Lancaster-Leeds Language Learning in Large Classes Research Project,1989
17.Slavin, R. E. 1983. Cooperative Learning: theory and research. New York: Praeger
18.Slavin, R., Sharan, S., Kagan. S., Hertz-Lazarowitz, R., Webb, C., and Schmuck, R. 1985. Learning to cooperate, cooperating to learn. New York: Plenum Press.
20.Slavin, R. E. 1989. Cooperative Learning and student achievement. School and Classroom Ornization,13,129-143.
21. Spitzer, D. R. Motivation: The neglected,factor in instructional design. Educational Technology, 1996.
22. Steffe, L. Overview of the action group A1:Early childhood years. In L. Steffe and T. Wood (Ed.), Transforming early childhood mathematics education: An international perspective. Hillsdale, Lawrence Erlbaum, 1990.
23. Stieve, E. Classroom Techniques.' Silence can be golden in a writing class. Forum, Vol. 38 No. 4, 2000.
24. Taylor, R. The computer in the school: Tutor, tool, tutee. New York: Teacher College Press, 1989.
25. Widdowson, H. G. Aspects of Language Teaching. Oxford University Press, 1990.
26. Wilson, B. (Ed.) Cooperative! learning environments: Case studies in instructional design. New Jersey; Educational Technology Publications, 1996.
27. Xu Xiaozhen On the dialectic relationships between 3S in ELT. Teaching English in China, Vo1.23 No.4, 2000.
28. Yalden, J. Principles of Course Design for Language Teaching. Cambridge University Press, 1987.
29.董文周,于七凯,《多媒体与外语教学改革》,《外语电化教学》,2001 年第 80 期。
30.潘志宇,《中学英语阅读课的多媒体网络教学模式初探》,《外语电化教学》,2001 年第 81 期。
31.庄宇,《让多媒体走入英语课堂》,《外语电化教学》,2002 年第 83 期。 2001 年第 81 期。