搜索
I小组合作学习在小学英语故事教学中的实践中文摘要《英语课程标准》要求“鼓励学生通过体验、实践、讨论、合作、探究等方式，发展听、说、读、写的综合语言技能”。在英语教学中开展合作学习是实践新课程标准的重要途径。本文结合《英语课程标准》，对在小学英语故事教学中如何开展小组合作学习进行了实践和研究。故事教学是小学英语教学的重要组成部分。现行的小学英语教材，尤其是高年级教材，都重视英语故事在教学中的地位与作用，几乎所有的教材都在每个单元的第四或第五课时编排一个与单元主题密切相关的小故事。故事阅读时集听说读写四种基本技能于一体的综合阅读材料，她的趣味性要高于普通阅读材料，学生喜欢分享故事，特别是与自己有关的故事，他们会毫不保留的说给朋友听，因此，小组合作学习能为他们搭建了交流平台。可以说小组合作与阅读故事这两项活动是紧密相连，互相作用的。关键词：合作学习；英语故事教学；小组合作有效策略目录第一章引言··············································································1-3第一节合作学习的概念·····························································1II第二节本可以研究的背景··························································1第三节本课题研究的目的··························································2第四节本课题研究的意义··························································2第五节本课题的研究方法··························································31.文献法·········································································32.行动研究法···································································3第六节论文的结构···································································3第二章在故事教学中运用小组合作学习的原因·································4-6第一节在故事教学中实施小组合作学习的必要性···························41.学生的学习兴趣·····························································42.大班额教学的需要··························································43.我的教学困惑·····························································4-54.故事文本决定小组合作的必要性········································5第二节实施小组合作学习是适应教育改革的趋势························5-61.小组合作学习改变了传统的教学模式··································52.小组合作学习是新课程改革的需要·····································53.小组合作学习是社会的需要··············································6第三章小学英语故事教学中开展小组合作学习的基本策略··················7-9第一节筹建合作小组································································7第二节培养小组长···································································7第三节培养学生良好的小组合作学习的常规习惯························7-91.培养独立思考的习惯·······················································82.培养认真倾听的习惯·······················································83.培养积极参与合作的习惯··············································8-9第四章小组合作学习在英语故事教学中的具体操作························10-15第一节听故事阶段的小组合作················································101.小组合作猜故事···························································102.小组合作听故事·······················································10-11第二节小组合作读故事························································121.培养无声速度的阅读习惯···············································122.培养有感情的朗读故事的习惯·····································12-13第三节小组合作复述故事·····················································13III第四节小组合作演故事·····················································13-14第五节小组合作写故事·····················································14-15第五章结论··········································································16-20第一节正确处理好合作学习中的几个关系······························16-181.教师主导与学生主体的关系··············································162.独立学习与合作学习的关系··············································163.表扬激励与批评指正的关系··········································16-174.异质学生间的关系··························································175.形式和目标的关系··························································18第二节小组合作学习的效果分析··········································18-191.有效提高了英语教学效率·················································182.激发了学生学习英语的积极性···········································183.有利于培养学生的创新思维··············································184.有助于培养学生与他人合作的团队精神···························18-195.小组合作学习效果调查问卷··········································19-21第三节小学英语故事教学中小组合作学习存在问题··················21-221.有受制于班额································································212.受制于考试制度·························································21-22致谢··························································································23参考文献····················································································24第一章引言随着学生学习年段的逐步提高，英语学习材料已经从简单的情景对话发展到以故事为主的比较复杂的语篇，学生对语言的综合理解能力单靠老师一方的讲解是没办法达到理想效果，因此，小组合作学习在小学高段英语故事教学中有着不可忽视的作用。本文将对小学高段英语故事教学中进行小组合作的必要性加以阐述，并就如何在故事教学中运用小组合作策略和对课题实践的过程及结果进行讨论。1.1合作学习的概念小组合作学习是目前世界上许多国家普遍采用的一种富有创意的教学理论与学习策略，由于其实效显著，被人们誉为近十几年来最重要和最成功的教学改革。各国的小组合作学习在其具体形式和名称上不甚一致，如欧美国家叫“合作学习”，在前苏联叫“合作教育”。综合来看，小组合作学习是指将一个班分成几个由若干个学生组成的小组,就是以合作学习小组为基本形式，系统利用教学中动态因素之间的互动来共同完成老师指派的学习任务。它是一种以促进学生的学习，以团体成绩为评价标准，共同达成教学目标的教学活动。它的宗旨是“不求人人成功，但求人人进步”。1.2本课题研究的背景合作学习是一种以学生为中心，以小组为形式，为了共同的学习目标共同学习、互相促进、共同提高的学习方式和学习策略，它在强调完成学习任务的同时，培养小组成员的合作能力。它兴起于20世纪70年代，由美国著名教育家DavidKoonts首先提出并实施的。是目前世界许多国家普遍采用的一种富有创意和实效的教学理论和策略体系。90年代初起，合作学习理念以及课堂教学小组活动形式被引入到我国中小学教学。章兼中教授的《外语教育学》（1993）中的理论提到：课堂教学中师生交往的形式是多种多样的，但学生之间和小组之间的交往尤为重要，更重要的是生生交往。现在，新的课程标准也把“合作精神”作为情感教育内容之一。倡导建构式的学习，努力实现学生主动参与、感知体验、交流合作的学习方式，让学生在语言实际运用中感受成功之喜悦，调整学习英语的情感和策略，熟悉语言技能，发展语言能力。而英语故事是语言综合性比较强的载体，在教学中运用小组合作学习策略有助于发展学生的语言综合能力，拓展学生创新思维，更有助于他们的个性发展。1.3本课题研究的目的“小组合作学习”教学模式，就是以符合素质教育要求，培养创新精神为主要目标，以“自主学习自主发展论”为理论根据，以小班化自主、合作学习为主要组织形式的教学实践活动程序，在本模式的应用研究过程中，我将结合本班的学生特点，探讨这种小组互动的教学模式。1.4本课题研究的意义基础教育课程改革的重要目标之一是，改变旧有