冯姣开题报告Word下载.docx

冯姣开题报告Word下载.docx

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UsedinNSECWarming-upSectionTeaching

报告人：

冯姣

申请学位：

教育硕士

所在学院：

外国语学院

学科专业：

学科教学（英语）

指导教师：

徐忠慧

报告时间：

2013-12-27

陕西师范大学研究生部制表

论文选题的理由或意义：

1.Introduction

1.1Purposeandsignificanceofthethesis:

Cooperativelearningisanteachingapproachwhichorganizesclassroomactivitiesbydividingstudentsintosmallheterogeneousgroupstoworktogethertoaccomplishthesharedgoals（Wang5）.Itaimsatimprovingstudents’abilityofcooperationandcommunication.Asaneffectiveteachingapproach,cooperativelearninghasbeenpaidgreatattentioninEnglishteachinghomeandabroad.

Since2003,NewSeniorEnglishforChina（NSEC）hasbeenwidelyusedinChina.ItistheproductofthenewroundofNationalCurriculumReformforBasicEducationandfocusonstudents’abilityofcomprehensivelanguageapplication.AunitofNSECcanbedividedinto8parts,warming-up,pre-reading,reading,comprehending,learningaboutlanguage,usinglanguage,summingupandlearningtips.Asthefirstteachingsection,warming-upcanhelpstudentsactivatepriorknowledge,motivateinterestandprepareforlaterstudyoftheunit.Sohowtoteachwarming-upsectionwellbecomemoreandmoreimportant.

SincecooperativelearninghasbeenwidelyusedinEnglishteaching,suchasspeaking,listening,reading,writingetc.,whynotuseitinNSECwarming-upsectionteaching?

Inthisthesis,theauthorconnectscooperativelearningwithwarming-upteaching.

ThepurposesofthisstudyaretoidentifycooperativelearningapproachinEnglishteaching,toemphasizetheimportantfunctionsofwarming-upteaching,tofindouttheeffectivenessofcooperativelearningusedinwarming-upteaching,tothinkabouttheproblemsinthepresentsituationofwarming-upteachingandtoimprovethequalityofNSECwarming-upsectionteaching.

1.2TheStructureofthethesis:

ThisthesistrytostudyontheeffectivenessofusingcooperativelearninginNSECwarming-upsectionteachingbyusingdifferentresearchmethods.Tobespecific,thethesisisdividedintofivechaptersandthestructureofthethesisarelistedindetailasfollows:

1.1Researchbackground

1.2Significanceoftheresearch

1.3Overviewofthethesis

2.LiteratureReview

2.1Definitionofcooperativelearning

2.2Relevanttheoriesofcooperativelearning

2.2.1Socialconstructivisttheory

2.2.2Communicativelanguagelearningtheory

2.2.3Groupdynamicstheory

2.3Previousresearchoncooperativelearning

2.3.1Previousresearchabroadoncooperativelearning

2.3.2PreviousresearchinChinaoncooperativelearningandwarming-upteaching

3.Methodology

3.1ResearchQuestions

3.2Subjects

3.3Instruments

3.3.1Observation

3.3.2Interview

3.3.3Questionnaire

3.4Procedures

4.Resultanalysisanddiscussion

4.1Analysisofclassroomobservationandinterview

4.1.1Analysisofobservation

4.1.2Analysisofinterview

4.2Analysisofquestionnaire

4.2.1Analysisofquestioning

4.2.2Analysisoffeedback

4.3Discussion

5.Conclusion

5.1Findings

5.2LimitationsandImplications

国内外关于该课题的研究现状及趋势：

2.LiteratureReview

2.1Difinitionofcooperativelearning:

Thedefinitionofcooperativelearningisvariousbydifferentscholars.AccordingtoKagan,cooperativelearningisagroupoflearningactivitiesusedforthepurposeofchanginginformationbetweengrouplearners.Eachteammemberisresponsibleforimprovinghisorherownlearningandincreasingthelearningofteammates.Murrydescribescooperativelearningasagroupofstudentslearningtogether.Thewholeclassisgenerallydividedintogroupsmadeofthreetosixstudentssharingthesamematerial,assistingeachothertoaccomplishedthesharedgoalandreceivingrewardsonthebasisofthewholegroup’sperformance.Slavin’sdefinitionisthatcooperativelearningmeanslearnersworkinginsmallgroupsaidingoneanotherinacquiringacademicknowledge.Intheclassroomfilledwiththeatmosphereofcooperation,learnerareencouragedtoworktogethertoevaluateeachother’sperformanceandtoreachtheirgoaltogether.Thelearnersawardedforthesuccessofthewholegroup.Insummary,cooperativelearningisanapproachinwhichstudentsstudytogetherincooperativegroups.

2.2Relevanttheoriesofcooperativelearning

2.2.1Socialconstructivisttheory

MarionWilliamsandRobertL.Burden（2000）putforwardthesocialconstructivisttheory,whichishighlyevaluatedinwesterncountriescurrently.Socialconstructivisttheoryisanintegrativeeducationaltheorywhichcombinesmanytheoriestogetherandcanbeconsideredtobesynthesisofhumanism,socialinteractionism,andpsycho-collectivitytheory.Humanistictheoryassertsthattodeveloplearnersinanover-allwayisveryessential,andtheteachershould