合作学习在初中英语口语教学中的应用情况调查 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-21编辑:lgg点击率:8061
论文字数:38547论文编号:org201706171616568777语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文合作学习方法英语口语课教学效率
摘要:本文是初中英语教学论文,本研究旨在为英语口语课教师提供一些有益的建议。在这篇论文中,除了对问卷和访谈结果的分析,笔者将介绍一些建议如何最大限度地发挥合作学习方法的积极影响,确保学生能使他们的口语水平进步。
hod will be introduced from two perspectives: the previous studies abroad and the studies at home.
2.1 Previous Studies about Cooperative Learning Abroad
Since cooperation has been one of the most important parts of social life, scholars started to study the cooperative learning since ancient time. In fact, the study about such a learning method could be traced back to the 1st century BC when Romans made great contributions to the development of the human’s civilization. The famous Roman scholar Quintilian (Su Jiao, 2014:3) used to make the statement that students could make much benefit from teaching each other. That is an important standpoint to make people to realize of the significance of cooperation in teaching activities. However, it turned out that such a statement had not been attracted adequate attention of the public since the people who put forward the similar statement as that of Quintilian was limited. In the 17th century, scholars focusing on making researches about education started to pay attention to the cooperative learning method. For instance, American educationist named as Comenius (Jin Yule, 2005:38) used to state that learners could gain some useful knowledge from his teachers and other learners so that learners should be encouraged to communicate with each other so that the possibility of gaining more useful information could be increased. Even though Comenius had already realized of the significance of cooperation among learners, he did not make further detailed researches about how to make use of such cooperation to improve the efficiency of teaching activities. The time when people started to make systematical researches about how to make the best of the cooperation among learners was the second half of the 20th century. Actually, the scholars in various countries had already made important contributions to the development of the study about cooperative learning method. American educationists put forward plenty of useful teaching methods that could help improve the teaching efficiency. For instance, famous educationist, Bruner (Lin Shengbo, 2003) established the cognitive structure education theory and provided theoretical basis for the application of the cooperative learning method for various teaching activities. Besides, the American scholar Skinner (Lin Shengfu, 2003: 45) refined the cognitive structure education theory and the Grasping-learning theory. There is no doubt that such theory had laid important foundation for the wide application of the cooperative learning method for various teaching activities. However, it turned out that those theories were not useful enough since teachers have not made noticeable achievements in improving the teaching efficiency because t
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