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1、毕业论文 （ 2013 届本科）题 目： 论合作学习对提高农村初中英语口语教学的有效性学 院： 外国语学院 专 业： 英 语 作者姓名： 指导教师： 职称： 完成日期： 2013 年 5 月 25 日二一三年六月目录河西学院本科生毕业论文（设计）诚信声明1河西学院本科生毕业论文（设计）开题报告2正文7河西学院本科生毕业论文（设计）题目审批表24河西学院本科生毕业论文（设计）指导情况登记表25河西学院本科生毕业论文（设计）指导教师评审表26河西学院本科生毕业论文（设计）答辩记录表27河西学院本科生毕业论文（设计）诚信声明本人郑重声明：所呈交的本科毕业论文（设计），是本人在指导老师的指导下，独立进
2、行研究工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。 作者签名： 二O一二 年 五月二十五日外国语学院毕业论文开题报告专 业: 英 语 学生姓名: 班 级: 09级3班 指导教师: 开题日期: 2013年3月15日 论文题目On the Effectiveness of Cooperative Learning to Improve the Oral English Teaching for Rural Juni
3、or Middle Schools论合作学习对提高农村初中英语口语教学的有效性一、本选题的目的和意义 目的：本选题旨在探讨农村初中英语口语教学中存在的问题及合作学习对其改善的重要性。研究如何培养农村学生的合作精神和团结协作能力，以及如何创建和谐的课堂口语教学氛围，从而增强他们的合作意识，提升他们的口语水平、交际能力，以及语言综合运用能力；提高学生学习效率和课堂教学效率。意义：1. 有助于建立一种学生与学生互动、老师与学生互动的较轻松的课堂学习氛围。2. 有助于克服农村初中学生自卑心理，激发他们学习的积极性和主动性，帮助他们树立学习自信心。3. 立足业已建构的合作学习理论，在实践层面上对农村初中
4、英语口语教学开展合作学习进行进一步认识，对农村口语教学中合作学习的有效性进行具体研究，具有重要的现实意义。二、本选题相关领域研究的现状及基本情况 国外合作学习的研究现状：合作学习于20世纪70年代兴起于美国，并在不长时间里受到世界各国的广泛关注，逐渐成为世界范围内主流性的教学理论和策略体系。美国合作学习创始人之一、约翰霍普金斯大学教授斯莱文(R.E.Slavin，1980),美国合作学习思维的重要代表人物、明尼苏达大学“合作学习中心”的约翰逊兄弟(D.w.Johnson&R.T.Johnson，1991),英国著名教育家赖特(P.H.Light),以色列特拉维夫大学著名教育心理学家沙伦(sha
5、ran，1990)博士等人分别对合作学习进行了不同的阐述及不同程度的研究。国内合作学习的研究现状：合作学习作为一种新型教学策略和学习方式，于20世纪80年代介绍到我国。上世纪九十年代初，浙江杭州大学教育系、山东教育科学研究所先后开展了“合作学习小组教学实验”和“合作教学研究与实验”的课题研究。这以后，一些学校相继通过主体性教育实验，对小组合作学习进行探讨。这一系列的教育科学研究和教学实践活动，推动了合作学习在我国的发展(曾琦 2002)。但合作学习真正在我国引起足够重视，是在本世纪初国家基础教育课程改革启动之后。目前，国内合作学习理论研究的代表作有:合作学习原理与策略(王坦 2001)、合作学
6、习的基本要素(曾琦 2000)、合作学习(马兰 2005)、合作学习设计(盛群力，郑淑贞 2006)等。这些研究成果，为我国各类教育对合作学习的深入探究，建构起较为完整的理论框架。近几年，国内对合作学习的实践研究正在逐步深入。一些实践研究己表明，合作学习在处理教师与学生的关系、处理学生与学生之间的关系、发展学生智力和创造性思维、培育学生的积极情感、发展有效的人际交往技能，提升学生学业成绩等方面，可以取得积极的效果。展望我国的合作学习研究，进一步深入开展应用研究，是必然的趋势。三、主要研究的内容 本文总共六部分。一、引言部分，简述本论文的目的、主要内容及合作学习对改善农村初中英语口语教学的重要性
7、。二、阐述合作学习概念及原则。三、探讨农村初中英语口语教学中存在的问题。四、探究如何运用合作学习提高农村初中英语口语教学有效性的策略。五、简述应用合作学习需注意的问题。六、结论部分，总结合作学习对农村初中英语口语教学的有效性和实用价值。1.引言2.合作学习2.1 合作学习的概念2.2 合作学习原则3.农村初中英语口语教学中存在的问题3.1传统教学的不良影响3.2学生心理障碍的影响3.3缺乏英语交际的氛围4.运用合作学习提高农村初中英语口语教学有效性的策略4.1运用合作学习改变传统教学方式4.2运用合作学习帮助克服学生心理障碍4.3运用合作学习创设交际情景5. 应用合作学习需注意的问题5.1合理
8、分组5.2合理安排任务5.3适时的合作学习评价6.结论四、参考文献1 David W. Johnson, Roger T. Johnson, Edythe Johnson Holubec. Principles of Cooperative Learning J. Edina, MN: Interaction Book Company, 1991.2 Nunan, D. Designing Tasks for the Communicative Classroom M. Beijing: Peoples Education Press, 2000.3 Sharan Y, Sharan S. G
9、roup Investigation Expends Cooperative Learning J Educational Lead ship, 1990(5):12-16.4 Slavin, R.E.Cooperative Learning M. London : Longman,1991.5 Wang qiang. A Course in English Language Teaching M. High Education Press, 2006. 6 程晓棠,郑 敏. 英语学习策略M.北京:外语教学与研究出版社,2004.7 黄 俊. 小班环境下提高初中英语合作学习有效性的策略研究D中
10、国优秀硕士学位论文全文数据库,2011.8 李滇麟. 浅谈农村初中英语口语教学J.教学时空，2012（141):14-16.9 申文会. 在合作学习中提高初中英语教学有效性J.科学咨询，2009， （16）：6210 袁书华,张会清. 合作学习中的优势分析J.山东教育科研，2002(3)：20-2111 张 巍. 合作学习在初中英语口语教学中的运用D.中国优秀硕士学位论 文全文数据库,2007.五、预期的论文撰写进度计划1.确定论文题目 2012年10月-12月2. 提交初步论文提纲及相关文献资料查询情况 2012年12月-2013年3月1日3. 完成论文开题报告，交指导老师审阅 2013年3
11、月2日-3月15日4. 完成第一稿，指导教师审阅 2013年3月16日-4月7日5. 完成第二稿，指导教师审阅 2013年4月8日-4月26日6. 完成第三稿，指导教师审阅 2013年4月27日-5月12日7. 继续修改论文直至定稿 2013年 5月13日-5月17日8.上交论文终稿及相关表格，进行教研室、院级论文答辩 2013年5月18日-5月25日六、完成论文的条件、方法及措施一、条件 1已经修完英语专业的所有课程，对英语国家概况和跨文化交际有较全面和深入的 了解。 2学校图书馆具备有关本论文研究所需的丰富书籍、期刊等多类参考文献可供参考 借阅。 3已经收集有关该选题的较丰富和全面的文献资
12、料。4具有上网条件及丰富的网上资源。5. 上学期在新疆农村学校实习，具有一定的实践教学经验。二、方法及措施 1利用图书馆和互联网进行资料的检索查阅。2论文撰写小组之间讨论交流。3. 向指导教师寻求帮助和建议。 七、指导教师的意见及建议 签名： 年 月 日 教研室意见负责人签名：年 月 日学 院 意 见负责人签名：年 月 日On the Effectiveness of Cooperative Learning to Improve the Oral English Teaching for Rural Junior Middle SchoolsWang mumuUnder the Superv
13、ision ofChen YanlingCollege of Foreign Languages and LiteratureHexi UniversityMay 2013ContentsAbstract(English)9Abstract(Chinese)101. Introduction112. Cooperative Learning112.1 The Concept of Cooperative Learning112.2 Principles of Cooperative Learning123. Problems Existing in Oral English Teaching
14、in Rural Junior Middle Schools133.1 The Negative Influence of Traditional Teaching143.2 The Influence of Students Psychological Barriers143.3 Lacking of English Communication Atmosphere144. Strategies of Adopting Cooperative Learning to Improve the Effectiveness of Oral English Teaching in Rural Jun
15、ior Middle Schools154.1 Adopting Cooperative Learning to Improve the Traditional Teaching154.2 Adopting Cooperative Learning to Help Students Overcome Their Psychological Barriers164.3 Adopting Cooperative Learning to Create Communicative Environment175. Paying Attention to Problems When Adopting Co
16、operative Learning185.1 Forming the Groups Properly185.2 Designing Cooperative Learning Tasks Properly195.3 Regularly Assessment of Cooperative Learning206. Conclusion20References22Acknowledgements2312Abstract With the implementation of the new curriculum standards, English teaching in our country h
17、as turned over a new leaf. But the current teaching strategy of oral English is still old and single. The cooperative-learning method is a creative and effective teaching theory and strategy widely adopted in many countries, and is also one of the proposed learning strategies under our new curriculu
18、m reform program. Therefore, this paper aims to analyze the problems of oral English teaching in rural junior middle schools and cooperative learning on the importance of its improvement, to do research on how to improve the effectiveness of oral English teaching in rural junior middle schools by us
19、ing cooperative learning and create a harmonious teaching atmosphere, associated with the authors practice teaching experience and understanding of the teachers and students in rural junior middle schools, based on the relevant theory and practice research. Eventually, the author puts forward that t
20、eachers should make good use of cooperative learning in teaching, so as to promote students to be more active and initiative in their learning, and to improve their learning efficiency and the efficiency of classroom teaching.Key words: cooperative learning; rural junior middle school English; oral
21、English teaching; effectiveness摘要 随着新课标的颁布实施，我国英语教学改革步入新阶段。然而，当前的英语口语教学策略依然陈旧、单一。合作学习是目前许多国家采用的一种富有创新意义和实际效果的教学理论与策略体系,也是我国新课程改革提倡的学习方式之一。因此，本文结合自己的教学实习经验和对农村初中英语教师及初中生的了解，依据相关理论和实践研究，旨在分析农村初中英语口语教学中存在的问题及合作学习对其改善的重要性，研究如何运用合作学习提高农村初中英语口语教学的有效性，创建和谐的口语教学氛围。最后，提出教师在教学中运用合作学习时应注意的问题，从而激发农村初中学生学习的积极性和主
22、动性，提高学生学习效率和课堂教学效率。关键词：合作学习；农村初中英语；口语教学；有效性161. Introduction The New Curriculum of English Standard requires junior middle school students master the four abilities including listening, speaking, reading and writing. Of all the four basic English skills, oral English plays a very important role in t
23、he real world communication. So oral English teaching is now being paid more and more attention. However, nowadays in China, a large number of junior middle school students cannot use English for oral communication well and especially those who come from rural areas. And the fact shows that oral Eng
24、lish teaching in rural middle schools is not highly efficient. So in order to improve students oral English, things are needed to be done to avoid the negative influence of the traditional English teaching methods, but on the other hand, to enhance students participation, positive affective factors,
25、 interactions, and even interpersonal skills in oral English class. Cooperative learning plays a vital role, which refers to the instructional use of small groups so that students work together to maximize their own and each others learning ( Johnson 1994,15). And in September 2001, in the Ministry
26、of Education of Chinas “The Standard of New English Curriculum for Middle School in China”(SNECMSC), cooperative learning is encouraged to carry out in English classes. But what counts is how to use it effectively in English classes.Therefore, in this paper, the author will talk about what cooperati
27、ve learning is and its importance for oral English learning and teaching in rural junior middle schools. And then the author will talk about how to improve the effectiveness of oral English teaching in rural junior middle schools by adopting cooperative learning, and create a harmonious teaching atm
28、osphere. At last, the author will talk about that teachers should pay attention to problems when adopting cooperative learning in oral English teaching in rural junior middle schools.2. Cooperative Learning2.1 The Concept of Cooperative Learning So far, different definitions of cooperative learning
29、have been proposed by different scholars. Nevertheless, different definitions focus on how to use group work to make both teaching and learning more and more efficient. According to D. W. Johnson and R. T. Johnson (Johnson 1994, 35), cooperative learning is the instructional use of small groups so t
30、hat students work together to maximize their own and each others learning. Different from competitive learning and individual learning, in cooperative learning situations students are working together to accomplish shared goals. Among the goal attainments there is a positive interdependence: student
31、s perceive that they can reach their learning goals if and only if other students in the learning group also reach their goals.Up to now, there are a lot of theories which influence cooperative learning from different perspectives. Among those theories, some important and famous ones are constructis
32、m, the social interaction theory of Vygotsky, social interdependence theory, multiple intelligences theory, etc. For instance, multiple intelligences theory provides much supportive base for cooperative learning. In cooperative learning, the individuality has been paid a lot of attention, so most co
33、operative groups are heterogeneous. Hence students can benefit the most from one another. Furthermore, in cooperative learning, students are taught to develop their interpersonal skills while doing the teaching tasks. And without these skills, some tasks cannot be finished. So cooperative learning c
34、an help students get more interpersonal skills. So we can say, cooperative learning is a good way to put multiple intelligences theory into practice.2.2 Principles of Cooperative LearningMany principles of cooperative learning have been proposed. Here, according to David W. Johnson, Roger T. Johnson
35、, and Edythe Johnson Holubec, there are five basic principles to follow:First, Positive Interdependence. Students perceive that they need each other in order to complete the groups task (“sink or swim together”). Teachers may structure positive interdependence by establishing mutual goals (learn and
36、 make sure all other group members learn), joint rewards (if all group members achieve above the criteria, each will receive bonus points), shared resources (one paper for each group or each member receives part of the required information), and assigned roles (summarizer, encourager of participatio
37、n, elaborator). Second, Face-to-Face Promotive Interaction. Students promote each others learning by helping, sharing, and encouraging efforts to learn. Students explain, discuss, and teach what they know to classmates. Teachers structure the groups so that students sit knee-to-knee and talk through
38、 each aspect of the assignment. Third, Individual Accountability. Each students performance is frequently assessed and the results are given to the group and the individual. Teachers may structure individual accountability by giving an individual test to each student or randomly selecting one group
39、member to give the answer. Fourth, Interpersonal and Small Group Skills. Groups cannot function effectively if students do not have and use the needed social skills. Teachers teach these skills as purposefully and precisely as academic skills. Collaborative skills include leadship, decision-making,
40、trust-building, communication, and conflict-management skills.Fifth, Group Processing. Groups need specific time to discuss how well they are achieving their goals and maintaining effective working relationships among members. Teachers structure group processing by assigning such tasks as (a) list a
41、t least three member actions that helped the group be successful and (b) list one action that could be added to make the group even more successful tomorrow. Teachers also monitor the groups and give feedback on how well the groups are working together to the groups and the class as a whole.3. Probl
42、ems Existing in Oral English Teaching in Rural Junior Middle Schools The Standard of New English Curriculum requires junior middle school students to achieve their level in spoken English after graduation as follows: 1) on the subject of simple information, students can express simple views and opin
43、ions, participate in the discussion; 2) can communicate with others, cooperate with their group-mates to complete the task; 3) can be appropriately self-correcting in oral communication; 4) can ask information and ask for help effectively ; 5) can make situational dialogues according to the topic; 6
44、) can perform skits in English; 7) can do oral English activities naturally. However, the traditional teaching focuses on reading and writing, as a result, oral English has been neglected for a long term. In recent years, this phenomenon has received widespread attention, and experts and scholars ar
45、e doing research to solve it, but students are still poor at oral English. In addition, according to the authors own practice teaching experience, the author found that there are still problems in oral English teaching in rural junior middle schools.3.1 The Negative Influence of Traditional Teaching In rural ju