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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-03-26编辑:vicky点击率:532
论文字数:38966论文编号:org202303161006455535语种:英语 English地区:中国价格:$ 66
关键词:英语教学法论文范文
摘要:本文是一篇英语教学论文,本研究试图在初中英语课堂上建立一种合作学习模式,并通过这种教学方法提高英语课堂的参与度。经过一个学期的教学实验,作者发现在初中英语课堂上使用合作学习策略来提高学生的参与度是可行的。这种教学方法不仅有助于活跃课堂气氛,激发学生学习英语的兴趣,而且有助于改变学生对英语学习的态度,增加学生参与课堂的机会。
Chapter Two Literature Review
2.1 Cooperative Learning
Different from the traditional teaching mode, which is dominated by the teacher, the class is divided into several groups. In the process of learning, students are the main body. Through the way of team cooperation, each group member communicates, cooperates and explores to solve the problem that teachers have put forward.
Cooperative learning takes the performance of the group as the basis of evalua-tion, forming a new pattern of intra-group cooperation and inter-group competition. This kind of evaluation reflects the development evaluation and provides a new way of thinking for the reform of the evaluation system. Cooperative learning takes coop-erative consciousness and skills as an important aspect of evaluating students. It not only pays attention to learning knowledge, but also pays attention to the cultivation and improvement of students' cooperative skills and the formation of correct values, so that students can develop better.
In the traditional teaching mode, teachers only pay attention to whether the knowledge they impart can be well mastered by the students, and the target is relative-ly single. In cooperative learning, teachers should make clear whether the teaching content can achieve better teaching effect through students' cooperative learning, and at the same time, students should also make clear the learning tasks undertaken by their team and their own responsibilities. Finally, teachers should be aware of the co-operative or social skills that can be developed and promoted through cooperative learning.
2.2 Research on Students’ Participation
Seliger(1977) studied 12 ESL learners and believed that the use of target lan-guage is one of the important factors in second language acquisition. He classifies adult second language learners into two categories based on how often they use the target language: HIGs (high input chord) and LIGs (low input chord). HIGs students actively participate in communication and interaction in class, actively seek opportu-nities to use the target language, and try to create opportunities for people to practice the target language with them. Students belonging to LIGs, on the other hand, avoid interaction as much as possible and adopt a passive attitude in class. He believes that the more students practice, the better their language skills will be better. At the same time, he further believes that the more spontaneously students communicate and prac-tice in the target language in class, the more they gain in second language ability. His research bears him out.
Many researchers hold the same view as Seliger and believe that more use of tar-get language, especially more practice of target language in class, is conducive to se-cond language acquisition. Rubin(1975) believed that good language learners always seize every opportunit本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。