合作学习在初中英语语法教学中的应用研究 50页

学校代码10135论文分类号学号20124127045学习方式非全曰制硕士专必学位於文合作学习在初中英语语法教学中的应用研究TheApplicationofCooperativeLearninginEnglishGrammarTeachinginJuniorHighSchool专业学位类另ij:教育硕士专业方向、领域:学科教学（英语)申请人姓名：闫佩云指导教师姓名：格根教授二〇一五年五月二十六曰 独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果，尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含本人为获得内蒙古师范大学或其它教育机构的学位或证书而使用过的材料。本人保证所呈交的论文不侵犯国家机密、商业秘密及其他合法权益。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示感谢。签名：I、]甸i、日期：^叫5年5月日关于论文使用授权的说明本学位论文作者完全了解内蒙古师范大学有关保留、使用学位论文的规定：内蒙古师范大学有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅，可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文，并且本人电子文档的内容和纸质论文的内容相一致。保密的学位论文在解密后也遵守此规定D签名：I导师签名：曰期：>15年5月曰 内蒙古师范大学硕士学位论文中文摘要随着现代科学科技、经济的发展,各国之间的联系越来越频繁。英语，作为语言的交流工具，在国际的地位变得越来越重要。语法，作为一门语言的规则，在英语教学中扮演着十分重要的角色。对于一门语言来说，如果没有语法，就没有共同的规则。在交流中人们的彼此理解就会产生困难。此外，英语的语法规则不同于汉语。学习英语语法能帮助学生用英语表达出正确的句子，好的语法可以使写的英文文章更流畅，漂亮，思路更清晰，不容易产生歧义。而且语法也会影响英语口语，使说话更有逻辑性。然而，在我国，传统的语法教学，是以教师为中心的教学形式。这种教学形式压制了学生的个性，限制了他们的思考，使学生学习英语的兴趣和热情很低。按照我国全日制初中英语大纲标准的要求，义务教育英语课程的目的是培养学生学习英语的兴趣，开发他们英语听说读写方面的能力，获得使用英语的最基本的能力，为以后的真实交际打下基础。新课程标准更多地关注学生的情感及终身学习的能力。20世纪70年代，合作学习兴起在美国，到80年代中期取得实质上的进展。现在合作学习已经广泛应用于许多国家的中小学及大学的教学中。代表人物有美国明尼苏达大学“合作学习中心”的theJohnsonbrothers，美国霍普金斯大学教授slavin和美国肯塔基大学教授Guskey等。我国关于合作学习的系统性研究开始于20世纪80年代末。首先在浙江省杭州市，山东等地方开展的大规模的实验研究，极大地推动了合作学习在我国的发展。我国的一些学者评价和介绍了合作学习理论，许多教师也尝试用合作学习的方法实施教学，也取得了一定的成效。合作学习受到了我国教育界的推崇。多项研究表明合作学习是一种有效的方式，可以在一定程度上提高学生的学习成绩，而且，学生学习英语的兴趣和热情也大大提高。本文旨在探索如何将合作学习运用到初中的英语语法课的教学中。本研究采用了实验研究法，提出的问题是在合作学习的模式下，学生对英语语法的兴趣和态度是否有变化？合作学习是否能增强学生的学习英语的自信心并提高他们的学习成绩？ 内蒙古师范大学硕士学位论文实验选取了内蒙古商都县第一中学八年级的学生。141班是实验班，共52个学生。152班是控制班，共48个学生。这两个班都属于重点班。而且根据前测看，两个班学生的英语水平几乎一样。通过问卷调查、前后测及访谈来采集数据，证实合作学习的有效性。本文由五部分组成：第一章是引论部分，阐述了研究的背景，目标和研究的重要性。第二章是文献综述部分。介绍了合作学习的定义，理论基础及国内外研究的状况。第三章是研究方法，包括研究对象、工具及步骤。第四章是数据分析和讨论。第五章为结论，总结研究的主要发现，局限性及对未来研究的建议。关键词:合作学习，英语语法教学，初中生 内蒙古师范大学硕士学位论文ABSTRACTWiththedevelopmentofmodernscience,technologyandeconomy,thelinksbetweenthecountriesarestrongerandstronger.English，asacommunicativetool,becomesmoreandmoreimportantintheinternationalstatus.Grammar,astherulesofalanguage,playsaveryimportantroleinEnglishteaching.Withoutgrammar,therearenorulesinlanguage,sothatpeoplemayhavedifficultyunderstandingeachother.Besides,thegrammarruleofEnglishisdifferentfromthoseofChinese.LearningEnglishgrammarcanhelpstudentsexpressthecorrectsentencesinEnglish.GoodgrammarcanmakeyourEnglisharticlemoresmoothandbeautiful.Andthearticlehasaclearthought,noambiguity.However，inourcountry,traditionalEnglishgrammarteachingisa“teacher-centered”teachingform.Thisteachingformrepressesstudents’personality,limitstheirthinking,andmakestheirinterestandenthusiasmlowinlearningEnglish.AccordingtoChina’sjuniorhighschoolEnglishCurriculumStandards,thepurposeofEnglishcurriculumforcompulsoryeducationistocultivatethestudents’interestinlearning,todevelopstudents’comprehensiveEnglishskills,includinglistening,speaking,reading,writing,toobtaintheinitialabilitytouseEnglishandlaythesolidfoundationforrealcommunication.TheNewCurriculumStandardspaysmoreattentiontostudents’emotionandlife-longlearningability.Cooperativelearningroseinthe1970sinAmerica,andmadesubstantiveprogressinthemid80’s.Now,cooperativelearninghasbeenwidelyusedinprimaryandsecondaryschools,evenintheuniversitiesinmanycountries.ItsrepresentativesaretheJohnsonbrothers,inthecenterofcooperativelearninginAmericanMinnesotaUniversity；ProfessorSlavin,inAmericanJohnsHopkiuniversity；professorGuskeyin 内蒙古师范大学硕士学位论文AmericaUniversityofKentuckyandsoon.SystematicstudiesofcooperativelearninginChinabeganattheendofthe80’sinthetwentiethcentury.Firstofall,someresearchesinHangzhoucityofZhejiangandShanDongProvince,promotethedevelopmentofcooperativelearninginChina.SomescholarsinourcountryevaluateandintroducethetheoryandpracticeofCLintoourclassroom.Manyteachersalsotryapplyingcooperativelearningintheirteachingandtheyhavemadesomeachievements.Cooperativelearningisrespectedineducationalcirclesinourcountry.Manyresearchesshowthatcooperativelearningismoreeffectivethantraditionalgrammarteaching.Itcannotonlyimprovestudents’performanceingrammartests,butalsoenhancestudents’interestandenthusiasminlearningEnglish.TheresearchaimstoexplorehowtoapplycooperativelearningintoEnglishgrammarteachinginjuniorhighschool.Anexperimentisconductedtoexaminewhetherstudents’interestandtheirattitudestowardgrammarlearningwillbechangedunderthemodelofcooperativelearning,andwhethercooperativelearningwillbeabletoenhancestudents’confidenceinlearningEnglish,andimprovetheirlearningresult.Inthisexperiment,thestudentsfromGrade8inShangduNO.1MiddleschoolofInnerMongoliaischosen.Class141,altogether52students,isanexperimentalclass.Class152,whichconsistsof48students,isthecontrolclass.Thestudentsofthetwoclassesintheresearchbothbelongtothekeyclass.TheEnglishlevelofthestudentsinthetwoclassesisalmostthesamebythepre-test.Theauthorprovestheeffectivenessofcooperativelearningbyusingquestionnaires,apre-test,apost-testandaninterview.Thepaperismadeupoffiveparts:ChapterOneistheintroduction,whichintroducestheresearchbackground,objectiveandsignificanceofthestudy.ChapterTwoisliteraturereview,whichreviewsthedefinitionsofcooperativelearning,thetheoreticalbasisofcooperativelearningandstudiesathomeandabroad.ChapterThreeisresearchmethodologyabout 内蒙古师范大学硕士学位论文theresearchsubjects,instrumentsandteachingprocedures.ChapterFourisdataanalysisanddiscussion.ChapterFiveisconclusion,whichsumsupthemajorfindings,researchlimitationandsuggestionsforfurtherresearch.KEYWORDS:cooperativelearning，Englishgrammarteaching，juniorhighschool.Students 内蒙古师范大学硕士学位论文TableofContentsⅠIntroduction..............................................................................................11.1Researchbackground............................................................................11.2CurrentsituationofteachingGrammarinlocaljuniorhighschoolEnglishclassroom........................................................................................21.3Objectiveandsignificanceofthestudy................................................3ⅡLiteraturereview......................................................................................52.1Definitionsofcooperativelearning......................................................52.2Thetheoreticalbasisofcooperativelearning.......................................62.2.1Constructivistlearningtheory.........................................................62.2.2Socialinterdependencetheory........................................................72.2.3Humanismpsychologytheory........................................................82.2.4Cognitiveelaborationtheory..........................................................82.3Recentstudiesofcooperativelearningathomeandabroad................92.3.1Studiesabroad.................................................................................92.3.2Studiesathome.............................................................................10ⅢResearchMethodology.........................................................................143.1Researchquestionsandcontent..........................................................143.2Subjects................................................................................................143.3Researchinstruments..........................................................................153.3.1Questionnaires...............................................................................153.3.2Interview.......................................................................................153.3.3Grammartests...............................................................................163.4Teachingprocedure.............................................................................163.4.1GrammarteachingintheControlclass.........................................163.4.2Grammarteachingintheexperimentalclass................................173.5DataCollection....................................................................................20ⅣDataAnalysisanddiscussions................................................................214.1Analysisofthepre-questionnaire.......................................................21 内蒙古师范大学硕士学位论文4.2Analysisofthepost－questionnaire..................................................234.3AnalysisofthePre-test......................................................................254.4DataAnalysisofPost-test..................................................................264.5AnalysisoftheInterview...................................................................26ⅤConclusion..............................................................................................295.1Majorfindingsoftheresearch............................................................295.2Implicationoftheresearch..................................................................305.3Limitations...........................................................................................305.4Recommendationsforfurtherresearch...............................................31Bibliography.................................................................................................32AppendixⅠ................................................................................................34AppendixⅡ................................................................................................35AppendixⅢ................................................................................................37AppendixⅣ................................................................................................38AppendixⅤ................................................................................................40Acknowledgements........................................................................................41 ⅠIntroductionⅠIntroduction1.1ResearchbackgroundWiththedevelopmentofmodernscience,technologyandeconomy,thelinksbetweenthecountriesaremoreandmorestrong.English，asacommunicativetool,becomesmoreandmoreimportantintheinternationalstatus.InChina’sjuniorhighschool，Englishisamainsubject.AccordingtoChina’sjuniorhighschoolEnglishcurriculum,thepurposeofEnglishcurriculumforcompulsoryeducationistocultivatethestudents’interestinlearning,todevelopstudents’comprehensiveEnglishskills,includinglistening,speaking,reading,writing,toobtaintheinitialabilitytouseEnglishandlaythefoundationforrealcommunication.Grammar,astherulesofalanguage,playsaveryimportantroleinEnglishteaching.First,therearethreebasicelementsinleaningalanguage,includingpronunciation,vocabularyandgrammar.Allofthemareveryimportant.Withoutgrammar,therearenocommonrulesinlanguage,sothatpeoplemayhavedifficultyinunderstandingeachother.Second,thegrammarruleofEnglishisdifferentfromthoseofChinese.LearningEnglishgrammarcanhelpstudentsexpressthecorrectsentencesinEnglish.GrammarteachinghasplayedadominantroleinChina’sEnglishclassroomforalongtime,andvariouskindsofteachingmethodsareused.WiththedevelopmentofteachingmethodologyCL(Cooperativelearning)isintroducedfromabroad,researchesshowthatitisaneffectivewaytocultivatethestudents’interestinlearning,tohelpstudentsbuildself-confidence,developgoodlearninghabitsandtheabilityofautonomouslearning.ThenewEnglishcurriculumstandardsinChinaadvocatesthestudent-centeredteachingmode,inwhichthesubjectstatusofstudentsinthelearningprocess,thestudents’emotionandstudents’lifelonglearningabilityshouldbepaidattentionto.Therefore,thetraditionalteacher-centeredteachingmodeisnolongeradaptedtothenewrequirementsandthenewsituation.Inthiscase,inEnglishgrammarteachingofhighschool，anewteachingwaythatissuitableforstudents’languagedevelopmentshouldbeintroduced.Inthishighlydevelopedtechnologicalera,thedistancebetweencountries,isbecomingsmallerandsmaller.Therelationshipbetweenpeopleisalsobecomingcloserandcloser.Peopleneedtocooperatewithothers.School,asthebasisofeducationalestablishments,shouldcultivatestudents’cooperativespiritfromanearlyage.Inthefuture,1 内蒙古师范大学硕士学位论文theproblemsthatpeoplefacewillbecomemoreandmorecomplex.Inordertosolvetheproblems,itisnecessaryforpeopletodependonothers.Sostudents’cooperativeabilityshouldbetrainedintheeducation.Andcooperativelearningcanhelpstudentsimprovetheircommunicativeability.CooperativelearningisacreativeandeffectivelearningmodewhichcanbeappliedtoEnglishgrammarteachinginjuniorhighschool.IntheDecisionoftheChineseStateCouncilonthereformanddevelopmentofbasiceducation,thefollowingsuggestionsaremadeforbasiceducation:"encouragecooperativelearning,promotemutualexchangesbetweenstudents,promotethecommondevelopmentofteachersandstudents,teachingmakesteachersbenefitaswellasstudents."InApril,2003,theMinistryofEducationpromulgatedtheordinaryhighschoolEnglishcurriculumstandard(hereinafterreferredtoasthenewcurriculumstandards)andclearlyputforward“advocatethelearningmethodofexperience,practice,participation,cooperationandexchange."Thenewroundofcurriculumreformalsorequiresustochangethetraditionalteacher—centeredteachingmode,topromotestudents’autonomousandcooperativelearning.Withthenewcurriculumstandards,themajorityofEnglishteachersgraduallyrealizethat"autonomy,cooperation,exploration”,asthecharacteristicsofthecooperativelearningmodeareofgreatsignificance.CL(cooperativelearning)canhelpimprovethestudents’languageapplicationability,developthestudents’autonomouslearningability,stimulatestudents’learninginterestandimprovethelevelofEnglishteaching.ManyteachershavemadethepositiveexplorationandresearchinapplyingCLintheirprocessofteaching.Forexample,WangTan,ZhangQi,ShengQunLididsomeresearchinthehighschoolinbigcities.TheyhavegotsomeexperiencefromtheexperimentandmadeacontributiontothedevelopmentofcooperativelearninginChina.(TianRuiling,2013)1.2CurrentsituationofteachingGrammarinlocaljuniorhighschoolEnglishclassroomInthetraditionalgrammarteaching,theteachersgivemostoftheexplanations,studentsaremadetomemorizegrammaticalrules,donumerousexercisesandapplysomebasicpatternsmechanicallytoconsolidatetheknowledge.Students’learningisapassiveprocessofacceptance.Moreover,thegrammarrulesthatthestudentshavememorizedmechanicallyareeasytoforget.Inthiskindofteaching，knowledge，thegrammarrules2 ⅠIntroductionandteachers’explanationarevaluedwhileskillstraining,andstudents’practiceareignored.Theteacher-centeredgrammarteachingformrepressesthepersonalityofthestudents,limitstheirthinking,maketheirinterestandenthusiasmlowinlearningEnglish.Forjuniorhighschoolstudents,Englishisacompulsorysubject.ThecurrentEnglishgrammarteachingmodeisthatmostteachersexplaintherules,thestudentsreceive，memorizeandpractice.Theconsciousnessofcooperativelearningofthestudentsisveryweak.TheauthoristeachinginaschoolinWulanchabuCity,InnerMongolia,wherelargeclasssize(50-60students)accountforthemajority.Intheclassroom,itisdifficultfortheteachertotakecareofeverystudent.Soinordertomakeeverystudentlearnbetter,undertheinfluenceofthenewcurriculumreform,theschooladvocatestheapplicationofcooperativelearning,encourageteacherstochangethetraditionalteachingmethods,anddevelopthestudents’abilitytolearnandinquiryindependently.However,theschoolhasnotyetmadeanin-depthstudyandimplementationofCL.EspeciallytheEnglishgrammarteachingclassroomisratherboring.AlthoughmanyEnglishteachersbegintoputcooperativelearningintopractice,fewattemptshavebeenmadeinacomprehensiveandsystematicuseoftheconceptingrammarteaching.Aboveall,cooperativelearninghasgreatpotentialandspacetodevelopinthelocalteaching.Thisstudyaimstoapplycooperativelearningtogrammarteachinginthelocalteachingpractice,toguidestudentstolearngrammarthroughthecooperativelearninggroup,improvetheirlearningattitudeandlearningbehavior,andimprovetheirlearningachievement.1.3ObjectiveandsignificanceofthestudyFromtheabove,wemayconcludeEnglishgrammarteachingisveryimportantandnecessaryinjuniorhighschool.ButtherearemanyproblemsinthetraditionalEnglishgrammarteaching.Newteachingmethodsshouldbeattemptedtomakeachange.Besides,becauseoftherequirementsofthenewEnglishcurriculumstandards,cooperativelearningissuitableinEnglishgrammarteaching.Theeducationalreformreferstothecooperativeability,whichisnotenoughforstudents.Furthmore,researchesoncooperativelearningingrammarteachinginjuniorhighschoolisstillsparse.(CaiJuan,2012)Therefore,itistheresponsibilityoftheteacherstohelpthestudentslearngrammareffectively,improvetheirachievementandcultivatetheirabilityofcooperativelearning.Basedontheconstructionofcooperativeleaningtheory,itissignificanttocarryoutcooperativeleaning3 内蒙古师范大学硕士学位论文inEnglishgrammarteachinginjuniorhighschool.Atthesametime,cooperativelearningcanbeawaytoreformthetraditionalEnglishgrammarteachingandtoarousethestudents’interestandmotivation,changethestudents’attitudetowardEnglishgrammar.Besides,cooperativelearningcanmakestudentsbecomemoreconfidentanditcanimprovetheatmosphereofEnglishgrammarclass.Inthisstudy,theauthorwouldliketodotheresearchonapplyingcooperativelearninginEnglishgrammarteachinginjuniorhighschoolinordertocreatemoreopportunitiesforstudentstoimprovetheireffectoflearningEnglish.Therefore,theresearchaimsatexaminingwhetherstudents’interestandtheirattitudestogrammarlearningwillbechangedunderthemodelofcooperativelearning,andwhethercooperativelearningwillbeabletoenhancestudents’confidenceinlearningEnglish,andimprovetheirlearningachievement.Comparedwiththeexistingresearchresultsathomeandabroad,thestudyisbasedonthe“reality"principle,andattemptstoapplycooperativelearninginEnglishgrammarteachingpracticeinajuniorhighschoolofInnerMongolia.TheresultsofthisstudywillcontributetotheEnglishgrammarteachinginthelocaljuniorhighschool.Inthestudy,thetheoryandpracticeoncooperativelearningmayhaveimportantinstructivesignificancetoEnglishgrammarteachinginthelocaljuniorschool.4 ⅡLiteraturereviewⅡLiteraturereview2.1DefinitionsofcooperativelearningCooperativelearningroseinthe1970sinAmerica,andmadesubstantiveprogressinthemid70’sto80’s.Andnowitisconsideredtobethemostimportantandsuccessfulteachingreform.(Zenglin,2011)Manydomesticandforeignscholarsmakedifferentdefinitionsoncooperativelearning,whichissummarizedasfollows:AccordingtothepointofviewoftheJohnsonbrothers(1990)，cooperativelearningisateachingmodethatistheinstructionaluseofcooperativelearninginteaching,makescommonactivitiestomaximizetheirownandeachother’slearning.Theprofessor，Slavin(1980),oneofthemainrepresentativesofcooperativelearninginAmericanJohnsHopkiuniversitysays:"cooperativelearningisaclassroomteachingtechniquestomakethestudentsengageinlearningactivitiesinthegroup,andgetarewardorrecognitionaccordingtotheperformanceoftheentiregroup.”Guskey.T.R.(Brown,1994),aprofessorinAmericaUniversityofKentucky,themainrepresentativeofcooperativemasterylearningtheory,gavethedefinitiononcooperationindetail:"inessence,cooperativelearningisateachingform,itrequeststhestudentsinsomeheterogeneitygroupof2to6peopleoftoengageinlearningactivities,tocompletethetaskoflearningtheteacherassigned.Ineachgroup,thestudentsoftenengageinlearningactivitiesthatneedcooperationandhelpeachother.Chinesescholar,WangTan(2001),theresearcherofcooperativelearningtheoryofShandongNormaluniversityinChina,arguesthat"cooperativelearningisateachingstrategytopromotethestudents’cooperationinheterogeneousgroups,toachieveacommonlearningobjective,andgettherewardbythescoreoftheoverallgroup.WangHongyu(GuoYanbing,2002)said:"theso-calledcooperativelearningreferstothestudygroup,asthemainformoforganizationinclassroomteaching,accordingtothecooperationofcertainmethodsandprocedurestomakestudentslearntogetherinheterogeneousgroups.Itisateachingstrategysystemthatcanpromotestudents’cognitive,affectivebyutilizingcooperativeinterpersonalrelationship."5 内蒙古师范大学硕士学位论文ShengQunli(1992)holdthatcooperativelearningreferstointhetraditionalclassroomteaching,4-6studentsareformedaheterogeneouslearninggrouptolearn,accordingtogender,ability,personalitycharacteristics,familyandsocialbackgroundofhybridgroup.YangYisheng(1997)pointsoutthattheso-calledcooperativelearningreferstoakindofinteractivelearningmethod,namelythegroupasthestudyunit.Eachmemberofthegroupisresponsibleforsomeaspectsofthetotallearningtask.Finally,itmakeseachmemberofthisgroupsuccessfullycompletedthetaskoflearning.Insummary,cooperativelearningisakindoflearningmethodandisalsoakindofteachingstrategy.Inthisprocess,thestudentsformateamandworktogether,helpeachotherthroughcoordinationandcompletethetaskoflearning,andgetaprizeorarerecognizedbyteachersandstudentsaccordingtospecificperformanceofthegroupandeachmemberofthegroup.2.2ThetheoreticalbasisofcooperativelearningBecauseoftheresearchperspectiveofdiversification,differentresearchershaveinterpretedCLwithdifferentemphases,andformedtheirowndistinctivefeatures.Herearesomerepresentativetheories：2.2.1ConstructivistlearningtheoryConstructivistlearningtheorywasfirstproposedbySwitzerland’sPiaget.Constructivismholdsthatknowledgeisnottaughtbytheteacher,butdirectlygottenbylearnersincertainsocialandculturalbackground,withthehelpofotherpeople(includingteachersandlearningcompanions)byusingthenecessarylearningresources,andthemeaningconstruction.Accordingtoconstructivism,learningisconsideredtobeanactiveprocessinwhichthelearnerisnotapassivereceiverofstimulation,butanactivechoiceandprocessorstotheexternalinformation.Thelearningprocessisnotsimpleinformationinput,storageandextraction,butlearninginteractionbetweentheoldandthenewexperience.Therefore,toachievetheprocessofknowledgeconstruction,studentsmustbechangedfromexternalstimuli,passiverecipientsandknowledgeobjectstothemainbodyofinformationprocessing,andconstructtheknowledgemeaningactively.Theteachermustchangetheirroles.Theybecomehelperandfacilitatorofthestudents.Inconstructivistlearning,cooperativelearningisthemainteachingstrategy.Cooperative6 ⅡLiteraturereviewlearningcanpromotestudents’meaningconstructionactivities,whichhasthefollowingreasons:(1)communicationanddisputebetweenstudentscanhelplearnersconstructnew,deeperunderstanding;(2)incooperativelearning,communicationbetweenlearners,theirideas,solutionsideasareclear,explicitquestions,thelearnerscanbettermonitortheunderstandingandtheirownthinkingprocess;(3)tosolveaproblem,thelearnersneedtoreachacommonunderstandingoftheproblemandformamorecompletecharacterizationthroughcommunication.Andthisisthekeytosolvetheproblem.Constructivistlearningtheorycanhelpthegroupcooperativelearningareestablishedthroughcooperationandonlybasedonthepersonalexperience,thelearnershavedifferentnew,deeperunderstandingtotheexternalworld,besides,andthroughthecooperationthetheorycanhelplearnersunderstandothers’innerthoughts,ideas.Finally,throughthecooperationofagroup,consensusoftheproblemisformed.(ZengLin,2011)2.2.2SocialinterdependencetheorySocialinterdependencetheoryisfromthegroupdynamicstheoryandgoalstructuretheoryofthecooperativeandcompetitivesociety.GroupdynamicstheoryofLewin(Lewin,K.),putsforwardtwobasicgoalstructures,cooperationandcompetition.Dodge(Deutsch,M.)developedLewin’stheory,putforwardthreekindsoftargetstructures,namelythecooperativestructure,thecompetitivestructureandpersonalitystructure.Thethreegoalstructuresbringdirectinfluenceonthedevelopmentofcooperativeteaching.BasedontheresearchoftheDeutsch,DavidJohnsonandhisbrotherRonJohnson(Johnson,D.W.&JohnS0n,R.T.),expandtheDeutschtheoryaboutthecooperationandcompetitiontothe"socialinterdependencetheory.Theyputforward,socialinterdependenceisadifferentstructure,thedifferentstructuredeterminestheindividualandotherdifferenttypesofinteractionanditsresults.Positiveinterdependencestructureandcooperation,leadtopositiveinteractionbetweenindividuals,encourageeachotherandpromotemutuallearningeffort;negativeinterdependencestructureandcompetition,usuallynegativeinteractionbetweeneachother,individualhinderachievementeffort;noreciprocalonealone,nointeraction,nomutualinfluenceindividualbetweeneachother,independentoperation.Fromtheperspectiveofsocialinterdependencetheory,cooperativelearningtheorycanbe7 内蒙古师范大学硕士学位论文summarizedas:whenallthepeoplecometogetherforacommongoalandwork,reliesonthemutualsolidarity.Interdependenceincreasespowerforeveryone,sotheyhopegroupsuccess,willingtomakeeffortsforteamsuccess.Groupcooperativelearningcanmakestudentsunderstandthatunityisstrength.Theycanachievemoreoutstandingresultsthroughthecollectivewisdomandstrength.Atthesametime,everyonemustworkhardtopayforthegroup,andwinhonor.Thegroupcooperativelearningthroughtheactivecooperationcanpromotethegroupmemberstoworkharderandmakemoregreatprogress.2.2.3Humanismpsychologytheory.Humanisticpsychologyroseinthe1960s.ThemainRepresentativeisAmericanpsychologistMaslow.ModernrepresentativesareCarleandRodgers(c.R.Rogers)".ThebasicprincipleofHumanisticPsychology:psychologymustbeconcernedwithhumandignity,fullattentionmustbepaidtopeople’ssubjectivity,wishesandviews,whetherconsciousorunconscious;psychologistsshouldstudyofhumanvalues,humancreativityandselfrealization.Intheprocessoflearning,humanismpsychologyemphasizeshumanfactors.Itsbasicprinciplesaretorespectthelearner;regardthelearnersasthemainlearningactivities;paymoreattentiontothelearners’willingness,feelings,needsandvalues.Asforthelearningmotivation,Maslow(ZhangDajun,2003)thinksthatlearningcannotrelyondemand,canonlyrelyontheinside.Hebelievesthatstudentsarebornwithpotentialresearchmotivation;teacherscannotforcestudentstolearn.Theteacher’staskisnottoteachthestudentsknowledge,buttosetagoodlearningenvironmentforstudents,letthestudentschooseordecidefreely.Andthenhe’lllearneverythingheneeds.Humanisticpsychologytellsusthatthemosturgentneedisthemainreasonandpowerforstudentstoact.Teachersshouldmobilizeeffectivemeans,playthepotentialofstudents,developstudents’personality,andletthestudentsfullyreflectthevalueofsubject.InCooperativelearning,studentsformagroup,andeverystudentinthegroupparticipatesequally,respecteachother.Sothereareplentyofopportunitiesforeveryonetoexpresstheirviewsandopinionsoftheirown,tosharethesuccesstogether.Cooperationlearningcanmeettheneedsofindividualstudentsbetter.(Jiangxiaolin,2011)2.2.4Cognitiveelaborationtheory8 ⅡLiteraturereviewCognitivepsychologyhasprovedthatoneofthemostusefulwayforlearnersistokeepthenewinformationinmind,andcombinethenewinformationandtherelatedknowledgeofmemory.Thistheoryproposedthatiflearnerswanttogetnewinformationstoredinmind,butalsotolinknewinformationandrelatedknowledge,theymustlearnsomekindsofelaborationtheoryormaterialcognitivereorganizationtheory.Inthematerialreorganization,includingmanyaspects,suchassummingupashortessay,writingalectureoutline,showingpeoplethelearnedknowledge,andelaborationactivityplaysaveryimportantrole.Inthisactivity,studentsneedtoreviewwhattheyhavelearned,pickouttheimportantthingstheythink.Theprocessofsuchactivityisreallyveryelaboration.Thereforetheseactivitiesencouragestudentstoputwhatyouhavelearnedintouse.Itismoreeffectivethanreadingatextormakingnotesnegatively.Groupcooperationisgoodforbothteachersandstudents.Incognitiveelaborationtheory,oneofthemosteffectivewaysistoexplainthematerialtoothers.Intheprocessofexpressionandlistening,itisconducivetothespeakerandthelistener.Ifthemethodisinsistedforalongtime,teacherandlistenerwillbenefit.Incooperativeactivities,thebiggestbenefitisthestudentwhoexplainsthematerialtootherstudentsindetails.Andlistenerlearnsmorethanindividualstudent.(CaiJuan,2012)2.3Recentstudiesofcooperativelearningathomeandabroad2.3.1StudiesabroadThetheoryofcooperativelearningroseinthe1970sinAmerica.Thesystematicstudyofcooperativelearningtheorybeganattheendofthe80’sintwentiethCentury.Researcheshaveprovedthatcooperativelearninghasthecognitive,andemotion,dualfunction.Cooperativelearningislovedbymanyteachers’andresonatesquicklyinthefieldofnationaleducation.TheGermanassociationofteachingschoolsbeganattheendofthe60’sandearly70’s,inthetwentiethCentury.Itispresented.FortheGermaneducationCrisis.Itholdsthatteachingshouldbestudentoriented,butalsocooperation;itemphasizesstudents’Participationandconsciousness;itattachesgreatimportancetotheequalcommunicationbetweenteachersandstudents.ThecooperativeeducationoftheformerSovietUnionisanewkindoftheoryand9 内蒙古师范大学硕士学位论文practice,ofhumanismeducation.Itisjointlyinitiatedbyteachersrelatedtothetransmissionrightseducationsystem.Thecooperativeeducationisreallyprestigiousafter1986.ItsmainrepresentativefiguresareH.AmoNashWilly,B.Shatalov,M.XieJiNingandH.Ivanov.Advocatesthinkthatchildren’sdevelopmentshouldbebasedoncooperationsothatchildrengetthefullandfreedevelopmentofpersonality.SincecooperativeeducationintheformerSovietUnionwasprovidedithascausedagreatdisturbance,anditsinfluencehasbeenfar-reachingandextendedtomanycountriesintheworld.AtpresentthecharacteristicoftheCooperativelearningthatisbeingstudiedallovertheworldismainlyinteractionamongstudents.Variousresearcherswhoworkonteachingsummedupalotofcooperativelearningstrategies,suchasdivisionoflaborgroups,groupsofhelpingothers.Inthemid90’s,thestudyofcooperativelearningobtainedthefurtherdevelopment.Inearlytwenty-firstCenturythecooperativelearningtheoryenteredarelativelymatureperiod.Cooperationlearninghasbeentriedinmanyhighschoolsofdifferentcountriesintheworldandachievedsomesatisfactoryresults.Withthedevelopmentofthetheoryandpracticeresearch,moreandmorepeoplebegintostudythecooperativelearningandapplyitintheclassroom.Andtheyhavemadeoutstandingachievements.Now,cooperativelearninghasbeenwidelyusedinprimaryandsecondaryschoolsintheUSA,Britain,Canada,Australiaandothercountries.Thepracticeofcooperativelearningplaysanimportantroleinactivatingclassroomatmosphere,improvingstudents’academicperformance,andformingthegoodstudyqualityofstudents.(DongYanbin，2013)Thestudyresultsabroadalsohavesomelimitations.First,thereisnocleardefinitionaboutthesuitableconditionsofcooperativelearning.Second;thereexistsalackofthesystematicalevaluationofcooperativelearning.2.3.2StudiesathomeSystematicstudiesofcooperativelearninginChinabeganattheendofthe80’sinthetwentiethcentury,andfurtherdevelopedinthe1990s.Intheearlytwenty-firstcenturythestudiesofcooperativelearningenteredthematureperiod.Fromliteraturereview,wecanfindthatHangzhou,inZhejiangProvince,istheearliestcitytocarryoutthemodeofcooperativelearning.(Educationgraduationthesis10 ⅡLiteraturereviewmodelessay,2014)HangzhouUniversityandothersomeschoolsimplementedcooperativelearningexperiments.Aftercarryingouttheexperiments,theteacherswhoappliedthemodeofcooperativelearningintheexperimentalclass,thoughtcooperativelearningmadetheclassatmospheremoreactivethanbefore.Theteachersalsosaidthatinthepast,onlyafewstudentscouldtakeanactivepartintheteachingactivity.Mostofthestudentswerenotinterestedintheteachingactivity.Inapplyingcooperativelearning,thewholeclasswasdividedintomanygroups.Everystudentinthegroupcouldhavetheopportunitytoexpresstheirownopinion.Sothenumbersofthestudentswhoparticipatedinclassactivityincreased.(Educationgraduationthesismodelessay,2014)SinoforeigncooperativeprojectofCooperativeTeachingResearchandExperiment,whichwasmanagedbyShandongEducationScienceResearchInstitute,wasopenedin1993.(Educationgraduationthesismodelessay,2014)Theprojectinvolvedonehundredschoolsandthetimeoftheexperimentwassixyears.Thecooperativeexperimentbeganwiththesubjects—Chinese,MathsandEnglish.Othersubjectswouldbegraduallyinvolvedintothescope.IntheexperimentofShandongProvince,theprojectexpertsworkedoutthemodeofcooperativelearningandthestrategiesonhowtocarryoutcooperativelearningintheclassroom.Afterthat,CL(cooperativelearning)wasacceptedbymanyexpertsintheEducationalDepartment.TheexpertsthoughtCLcanimprovetheparticipationofthestudentseffectively,helpthestudentsformthecorrectcompetitiveconsciousness,promotethestudents’intelligenceandnonintelligencefactors,enhancetheabilityofsocialadaptation,socialcommunicationabilityandstudents’groupcohesion.Intheexperimentalschools,poorstudentsgettransformation,thesecondarystudentsgetmoreexcellentthanbefore,andtheexcellentstudentsalsomakemuchprogressinlearning.Aboveall,students’achievementhasbeenimproved.Greatchangeshavetakenplaceintheexperimentalschools.(Educationgraduationthesismodelessay,2014)AneducationalexpertofTaiwaninChina，LinShengfu(1999)pointedoutthattheaimofcooperativelearningistomaketeachingtasksbecomemorecommontothestudents.Heemphasizesthatthegroupwinstoencourageteammemberstomakeindividualprogress,atthesametime,individualgrowthanddevelopmentcanpromote11 内蒙古师范大学硕士学位论文thedevelopmentofthewholegroupforfurther.In2002,ProfessorWangTan,EducationalScienceInstituteofShandongProvinceproposedsomemodesandmethodsoncooperativelearninginhispapertheBasicTheoryandPracticeresearchoncooperativelearning.HisanotherpaperontheBasicTheoryofcooperativelearningmentionedsixaspectsoncooperativelearning–thegroupinteraction,thetargetofgroupcooperation,relationshipbetweenstudentsandteachersincooperativelearning,theformofgroupcooperation,andtheteamcooperationevaluation.AndWangTangavesometheoreticalguidanceandpracticalsuggestionsinhispapers.Hepointedoutthatincooperativelearning,agroupactivitywasregardedasthebasicteachingform,andgroupachievementswereregardedasevaluationstandard.WangTanthinksitisthefundamentalgoalofCLtoimprovethesocialpsychologicalatmosphereintheclass,andformstudents’goodpsychologicalqualityandsocialskills.Atlast,heconcludesthatcooperativelearningisacreativeandeffectiveteachingtheoryandstrategysystem.Someotherresearcheswerealsodoneonthecooperativelearninginrecentyearsinourcountry.Allofthesepromotethedevelopmentofcooperativelearninginourcountry.SomescholarsinourcountryevaluateandintroducethetheoryandpracticeofCLintoourclassroom.Forexample,ShengQulin’sGroupCooperativeLearningInnovationReview,publishedin1992intheUniversityofHangzhou,andintroducescooperativelearningtheoryfromabroadearliercomprehensivelyandsystematically.LiuZhenzhongofthedepartmentofeducationandscienceresearchinShanghai,wrotetheWesternCooperativeLearningResearchinApril,1997.AndShandongeducationscientificresearcher,YaoGuowritesCooperativeLearning--theNewDevelopmentofFCLTeachingPlanReviewetc.Ontheonehand,therearesomerepresentativeworksofthetheoreticalstudyonthisaspect:"CooperativeLearning--principleandstrategy"(WangTan,2001),"theteachingstrategiesofCooperativeLearning--researchreporttwointhedevelopmentofteachinglaboratory"(Pedina,2000),"subjectcooperativelearning:structuralchangeofstructureoftheteachingeffectway(ZhouLin,2005),andthebasicelementsofcooperativelearning"(Zengqi,2000).Acompleteframeworkonthecooperativelearningtheoryissetupthroughthisresearch.Cooperativelearningisrecognizedandacceptedbytheeducationstaff.Thestudentsalsobenefitalot;the12 ⅡLiteraturereviewteachersalsodevelopsomeeffectiveteachingstrategies.However,indomesticstudyofCL,therearealsosomeobviousdeficiencies.Theproblemsaremoreobviousinthefollowingthreeaspects:1IntheResearchoncooperativelearning,thecommunicationandcooperationwiththeteacherisneglected,andthecooperativelearningtheorycan’tbeusedtoguidethepracticeofteachers.2Studiesareconfinedtothesmallclassteaching.Forthelargeclass,mostlyitsnumberreaches50people.Soitisworthresearchingonhowtocarryoutcooperativelearning,andhowtodividegroupsinclassesofdifferentsizes.3TherearenotmanyresearchesoncooperativelearninginEnglishgrammarteachingofthejuniormiddleschool.13 内蒙古师范大学硕士学位论文ⅢResearchMethodologyThecooperativelearningexperimentwascarriedoutduringtheregularclasshoursfromSeptember2014toDecember2014.First,theauthorusedapre—questionnairewhichwasaboutthesituationofstudents’Englishgrammarclass.Apre-testwasgivenintheexperimentclassandthecontrolclassinordertofindoutwhetherthetwoclasseswereofthesamelevelinEnglishlearning.ThentheauthorappliedcooperativelearningintoEnglishgrammarclassintheexperimentclass,whiletraditionalteachingmethodwascarriedoutinthecontrolclass.3.1ResearchquestionsandcontentInordertochangethetraditionalEnglishteachingmode,improvetheeffectivenessofgrammarteachingandstudents’learninginterestandenthusiasm,theauthorappliescooperativelearningtoEnglishgrammarteachingaccordingtothetheoriesinthepreviouschapters.Thisresearchattemptstoanswerthefollowingquestions:1）IsitfeasibleandeffectivetoteachEnglishgrammarunderthecooperativelearningmodel？2）Willthegrammarscoreofstudentsinthecooperativelearningmodebeimproved？3）Willthelearningattitudeandlearningbehaviorofstudentsbeimprovedunderthecooperativelearningmodel？3.2SubjectsTheresearchsubjectsarethestudentsfromGrade8inChengduNO.1middleschoolofInnerMongolia.Class141,altogether52students,isanexperimentalclassinwhichCLispracticedregularlyingrammarteaching.Class152whichconsistsof48studentsisthecontrolclasswithoutspeciallyadoptinglearningcooperativegrammarteachingactivities.ShangduNO.1middleschoolisanordinaryjuniorhighschoolinShangduCounty.Accordingtothestudents’levelofachievement,thestudentsinGrade8ofthisschoolaredividedintoadvancedclass,keyclassesandregularclasses.Thestudentsofthetwoclassesintheresearchallbelongtothekeyclass.TheEnglishlevelofthestudentsinthetwoclassesisalmostthesamebythepre-test.TheteachersinGrade8intheschoolnormallyadoptthetraditionalteachingmethodinEnglish14 ⅢResearchMethodologygrammarteaching.Studentshavenottoohighenthusiasminclass,andtheclassroomatmosphereisnotactive.Sointhiscase,itisthekeyoftheexperimenttostimulatesthestudents′interesttostudyEnglishandarousetheirstudyenthusiasm.3.3ResearchinstrumentsTwoquestionnaires,aninterviewandgrammartestsareusedinthisresearch.3.3.1QuestionnairesAccordingtoTianRuiling(2013),twoquestionnairesfortheexperimentalclassaredesignedtoinvestigatestudents’attitudestowardsthetraditionalgrammarteachingandcooperativelearninggrammar.Firstly,aquestionnaireisgiventogettheinformationaboutthestudents′situationofEnglishgrammarlearningbeforetheexperiment.Thereare10questions.Itscontentisrelatedtothestudents’interestinlearningEnglishgrammarandEnglishgrammarclassroomsituationbeforetheexperiment.Theotherquestionnaireisconductedattheendoftheexperimentinordertogetfeedbackoftheexperimentalstudents’evaluationofcooperativelearningofEnglishgrammar.TherearesomesimilarquestionstoquestionnaireⅠincludedtotestiftherearesomechangesonthestudents’interests,motivationandtheirattitudetowardsEnglishgrammarlearning.Therearealso10questionsinthequestionnaire.ThetwoquestionnairesarewritteninChinese,inordertoensurethevalidityandreliabilityofquestionnaireinvestigation.Andtwocopiesofthequestionnairearefromthesurveyonthesubjectoftheexperiment.3.3.2Interview.Attheendoftheexperiment,aninterviewisadoptedinordertogetdetailedinformationaboutthestudents’evaluationfortheuseofcooperativelearning,intheinterview,theauthorexplainsthepurposeandimportanceofthisresearchindetailinordertolettheintervieweesknowandanswerthequestionsmoreobjectively.Sevenstudentsfromtheexperimentalclasswererandomlyinterviewedincludingtwostudentsofhighacademicachievements，twostudentsoflowacademicachievementsandthreeaveragestudentswhowererankedaccordingtothepost-testintheexperimentalgroup.Theinterviewquestionsare:15 内蒙古师范大学硕士学位论文1Whichoneismoreeffective,cooperativelearninggrammarandthetraditionalteacher—centeredgrammarteaching?Why?2Whatareyourfeelingsandsuggestionsontheapplicationofcooperativelearninginteachinggrammar?3.3.3GrammartestsInordertocomparethesubjects’Englishgrammartestscoresbeforetheexperimentandaftertheexperiment，thepre-testandpost-testongrammarwereconductedintheexperimentclassandthecontrolclass.Theauthorcarriedoutapre-testongrammarintheexperimentclassandthecontrolclasstoseewhetherthetwoclasseshavethesimilarlevelinlearningEnglish.Thenapost-testongrammarwasdonetoseewhethercooperativelearningcanimprovestudents’grammarscores.ThePre-testwasgivenatthebeginningofthefirstsemesterof2014-2015.WhilethePost--testwasgivenattheendofthefirstsemesterof2014-2015.ThetwotestPapersweredesignedbytheschool.Thetotalscoreis30.Theresultofthepost-testclaimsthatthegrammarachievementofexperimentalclasshasbeenadvancedgreatlyincomparisonwiththecontrolclass．3.4Teachingprocedure3.4.1GrammarteachingintheControlclassTheauthorusedthetraditionalteachingmethodtoteachgrammarinthecontrolclassinthefollowingsteps:1.Theteachercreatedasituationandstartedanewlesson.2.Thestudentswereaskedtoreadthetextandlearnaboutthegrammarinthetext.3.Theteacherpresentedtherulesofthegrammarandexplainedthen.Atthesametime,someexamplesweregiventomakethestudentsunderstandbetter.4.Theteacheraskedthestudentstotrytomakemoresentencesaboutit.5.Inordertomakethestudentsmastertherulesofthegrammar,theteacherwouldgivethestudentsmoreexercisesonthegrammartoconsolidatethem.Thefollowingisateachingcaseaboutthepassivevoiceinthecontrolclass:Unit3EnglishAroundtheworldTopic1EnglishiswidelyspokenthroughouttheworldTeachingaims:learnaboutthebasicstructureofthepassivevoiceinthesimplepresent16 ⅢResearchMethodologytenseTeachingmainpoints:mastertherulesofthepassivevoiceTeachingdifficulties:learntousethepassivevoiceintherealcommunicationTeachingsteps:Step1LeadinthenewlessonTheteacherwrites”Topic1Englishiswidelyspokenthroughouttheworld”ontheblackboard.Thentheteacherdrawsalineunder“iswidelyspoken”intheTopicandtellsthestudentsthemaingrammarofthetopic-thepassivevoice.Step2.PresentationTheteacherpresentsthegrammarrulesofthepassivevoiceandexplainsit.Thentheteachergivessomeexamplesonthepassivevoiceinordertomakestudentsunderstanditmoreclearly.Atthesametime,theteacherasksthestudentstotakenotesandrememberthegrammarrules.Step3PracticeTheteacheroffersmoreexercisesonthepassivevoiceforthestudentsandasksthemtofinishtheexercises.Afterthat,theteachercheckstheanswersinclass.Step4HomeworkDotheworkbookonPage43.3.4.2GrammarteachingintheexperimentalclassAsJohnsonetalpointedout:“simplyplacingpupilsandtellingthemtoworktogetherdoesnotproduceacooperativeeffort．”(TinaRoiling，2013)Soitisnecessaryfortheteachertointroducecooperativelearningtothestudentsatthebeginningoftheexperimentandtrainthem.Themembersinthegroupshouldbetrainedtoadaptthisnewlearningwaygradually.Themembersinthegroupshouldalsoberesponsiblefortheirownroles.Tofinishtasksthattheteacherassignscarefully,everyoneinthegrouphastogetonwellwithothersandlearntolistentoothergroupmembersandrespectthem.Theyalsohavetoworktogethertoachievethegoalofthegroup.1BuildinggroupsbeforetrainingIntheexperimentalclass,studentsweredividedinto9groupsduringthefirstclass.Ofallthegroups,sevenofthemconsistof6students.Intheothertwogroupsthereareonly5students.Eachgroupincludeastudentofhighacademicachievement,astudent17 内蒙古师范大学硕士学位论文oflowacademicachievement,threeorfouraveragestudents.Basedonthescoresoflastterm,thegroupsaredividedinthiswayinordertomakeeachgroupbalancedandfinishthetaskssuccessfully.Themembersofeachgroupareassigneddifferentroles.Theleaderistoleadothermembersinthegroupandmanagetheactivitieswhichareprovidedbytheteacher.Thereporteristospeakonbehalfofthegroup.Therecorderistowritedownthegroup′sdecision.Thecheckeristocheckwhetherothermembersinthegroupcanunderstandwhattheyhavelearnt.Thegroupmembersareaskedtoexchangetheirroleseachweekexcepttheleader.Inordertomakesuretheycancommunicateefficiently,thegroupmembersaremadetositinacircle.2TeachinggrammarunderthecooperativelearningmodelBeforeclass,thestudentsofeachgrouparerequiredtoprepareforthecominggrammarlesson.Theycollectpictures,examplesentencesandsomeinformationrelatedtothegrammar.Duringclass,theauthortakesthefollowingsteps：(1)Theteachercreatessituationandintroducesthegrammarpoints.(2)Theteacherchoosestwoorthreegroupstopresentthematerialsthattheyhavepreparedbeforeclass.(3)Studentsworkingroupsanddiscussthecharacteristics,functionsandusagesofthegrammar.Themembersofeachgroupcommunicatewitheachotherandformthesameanswers.(4)Eachgroupisaskedtochoosearepresentativetostatetheirviews.Othergroupslistenandaddtheirviews.(5)Finally,theteachersumsupthegrammarsystemicallyandaskstudentstodosomeexercisesonthegrammar.3ATeachingcaseHereisateachingcaseoftheexperimentalclasswheretheauthoradoptsthecooperativelearningtodotheresearch.Beforetheexperiment,thewholeclassisdividedintoninegroups.Themembershavebeentrainedfortheirdifferentroles.Theconcreteprocessofthisteachingactivityisthefollowing:Unit3Englisharoundtheworld(BookⅠofGrade9fromBeijingRan’airProjectEnglish)Teachingobjectives18 ⅢResearchMethodology1.Knowledgeobjectives1)Learnaboutthebasicstructureofthepassivevoice.2)Learnthechangesbetweentheactivevoiceandthepassivevoice3)Masterthestructureofthepassivevoiceindifferenttenses2.Abilityobjective:Cultivatestudents’abilityofusingthepassivevoicetosolvetheproblems.3.Emotionalobjectives:Makestudentslearntocooperativewithothersinlearningthepassivevoice.Mainteachingpoints:Learnaboutthebasicstructureofthepassivevoiceandthestructureofthepassivevoiceindifferenttenses.Teachingdifficulties:Tellthecorrectformsofthepassivevoiceindifferenttenses.Teachingmethod:Cooperativelearningapproach.Teachingtime:October20,2014.Teachingsteps:Step1ReviewWritesomesentencesaboutthepassivevoiceontheblackboard’sETsometopstudentstotranslatethemandpayattentiontothemeaningoftheunderlinedparts.Thentheteacherleadsinthegrammarintheunit—thepassivevoice.Step2presentation1.Theteacheraskstwoorthreegroupstopresenttheirexamplesentencesaboutthepassivevoicetheyhavepreparedbeforeclass.2.Studentsworkingroupsandobserveandsumupthesentencestructureofthepassivevoice.Theformof“be”canbechangedindifferenttenses.Step3Practice1.Useslidetopresentsomeexercisesaboutthepassivevoiceonthescreensothatstudentscanuseit.2.Encouragestudentstofinishtheexercisesbythemselves,andthenchecktheanswersingroups.3.Askoneortwogroupstopresentsomesentencesaboutthepassivevoiceandtheactivevoice.Othergroupsworkingroupsanddiscussthedifferencesbetweenthem.4.Encouragestudentstochangethesentencesfromtheactivevoicetothepassivevoice,19 内蒙古师范大学硕士学位论文andthenletthemsumuptherulesonhowtochangethesentencesfromtheactivevoicetothepassivevoice.(Theteacherchoosestwoorthreegroupstotelltherules;othergroupslistenandaddtheirviews.)4.Theteachersumsupthegrammarrulesofthepassivevoice.Step5.ConsolidationDomoreexercisesonthepassivevoice.(Studentsfinishthembythemselvesatfirst,andthenchecktheanswersingroups.)Step6SummaryAskthewholeclasstosumupthemainpointsofthislesson.Step7HomeworkFinishtheEx3-5ashomeworkintheirworkbooks.FeedbackByusing“cooperativelearningapproach”ingrammar,thestudents’interestinEnglishgrammarhasbeengreatlyaroused,andtheybecomemoreinterestedinEnglishgrammar.3.5DataCollectionTheauthorcollectedbothquantitativeandqualitativedatathroughthequestionnaire,grammartestsandinterview.Thepre-questionnaireisconductedbeforetheexperimentinSeptember2014.Thepost-questionnaireisconductedaftertheexperimentinDecember2014.Thetwocopiesofquestionnairesaregivenoutto52students.Theefficientquestionnairesare50.ThescoresofthegrammartestsaregivenbyotherteachersfromGradeeightinShangduNo.1MiddleSchool.Thescoresareobjective.AndthentheauthorusethestatisticalsoftwareSPSStomakefurtheranalysisofthecollecteddata.20 ⅣDataAnalysisanddiscussionsⅣDataAnalysisanddiscussions4.1Analysisofthepre-questionnaireTofindouttheinformationaboutstudents’interestandattitudetowardsEnglishgrammarbeforetheexperiment，thepre-questionnairewasapplied．Itincludesstudents’attitudetowardsEnglishlearningandtheatmosphereoflearningEnglishgrammarianclass.Thequestionnaireconsistsof10itemsandeachitemhave4(A，B，CandD)choices．Thestudentsareaskedtoselectoneofthem．Afterthat，theauthorcollectsandsummarizesthestudents’answerswhichwerelistedinthefollowingtable．(Table4-1)Table4-1DataofquestionnaireⅠnumberstudents12345678910optionA%28.811.519.292.361.5019.219.261.567.3B%5.728.861.5019.234.669.2015.328.8C%11.59.611.50065.3046.19.60D%53.8507.67.619.2011.534.613.43.8Table4－1showsthestudents’Englishgrammarclassroomatmosphereandsituationbeforetheexperiment，Ianalyzeitasfollows：1)Students’interestandattitudetowardsEnglishlearninggrammarThefirstquestionisaboutthestudents’purposeoflearningEnglish，only28.8studentschooseA，Only5.7%studentsregardEnglishasatoolofgoingaboardand11.5%studentschooseC-interest，while53.8%studentsthinktheyareforcedtolearnEnglishinordertopasstheentranceexamination.Forthesecondquestion，50%studentsarenotinterestedinEnglishgrammarlearning．Thenumberofstudentswhohasgreatinterestisonly11.5%.Accordingtothethirdquestion,61.5%studentslearnEnglishunwillingly．19.2%studentshatelearningEnglish.Fromtheabove,wecanconcludethatmoststudentshavenotgreatenthusiasmand21 内蒙古师范大学硕士学位论文interestinlearningEnglish,especiallyEnglishgrammarbeforetheexperiment.Inordertopasstheentranceexamination,theyareforcedtolearnEnglish.2)ThemethodoflearningEnglishandatmosphereinEnglishgrammarclassAsfortheclassatmosphere．Item5showsthat61.5%studentsthinktheyarenervousandstressfuland19.2%ofthemconsideritinactiveanddull.Item7showswhentheteacherasksthestudentstodiscusssomeproblems,69.2%studentsareafraidorunwillingtotakepartinit.Only19.2%studentscantakeanactivepartinit.Fromitem8,wecanseethat46.1%studentstakenotescarefullyandsometimesanswerquestionsinclass,34.6%studentsdon’tanswerquestionsinclassuntiltheteacherasksthem.Whileonly19.2%studentscanactivelycooperatewiththeteacher’steaching.Fromtheabove,wecanseethattheatmosphereinEnglishgrammarclassisverypoorbeforetheexperiment.Moststudentsthinkthegrammarclassisdullandboring.TheyarenotinterestedinlearningEnglishgrammar.Andtheyalsodon’tliketotakepartintheclassactivity.Sotheirenthusiasminclassisverylow.3)Teacher-centeredclasstypeItem4showsthat92.3%ofstudentsthinktheEnglishgrammarclassesaremainlydominatedbytheteacher’stalking．only7.6%studentssaythattherearebothteacher’sexplanationandstudents’discussionduringtheirEnglishgrammarclasses.Item6isaboutteacher’steachingmethodintheEnglishgrammarclasses.65.3%ofstudentsaredissatisfiedwiththepresentteachingmethod.WhenthestudentshavedifficultyinlearningEnglish，67.3%studentswillgiveupandwaitforteacherstosolvetheproblem.28.8%studentswilldiscusswithothers.However,only3.8%studentswilldependonthemselves,whichisrevealedinitem10.FromtheaboveanalysesweseethatitisurgenttochangethetraditionalEnglishteachinginthejuniorhighSchool.Intheteacher-centeredclass,studentsarenotinterestedinlearningEnglishandgetusedtolearningpassively．SotheclassatmosphereinlearningEnglishisinactiveanddullwherestudentsareunwillingtoparticipateinclassactivities.What’sworse,somestudentsgraduallyloseheartinlearningEnglishandevengiveitup.Cooperativelearningwhichmakesstudentsdiscussingroupsisagoodwaytochangethetraditionalteachingmethod，whichhavebeenprovedbymanyresearchers．WangTan,aChineseresearcher(2001)provedthat22 ⅣDataAnalysisanddiscussionscooperativelearningisgreatlyhelpfultoEnglishlearninginhisresearch．4.2Analysisofthepost－questionnaireAttheendoftheexperiment，thepost—questionnaireisappliedtoseewhetherornottherearechangesinthesituationofEnglishgrammarlearningsuchasstudents’interests，attitude，atmosphereandsoonintheexperimentalclass．TheresultsaresummarizedinTable4-2.Table4-2DataofquestionnaireⅡnumberstudents12345678910optionA%88.469.27369.267.367.367.361.553.85.7B%7.6237.619.228.819.22328.813.413.4C%3.87.6011.53.813.49.6015.361.5D%0019.200009.617.319.2Table4－2showsthestudents’evaluationoncooperativelearningandsomechangesinthesituationofEnglishlearningunderthemodeofcooperativelearning．Thefollowingsaretheanalyses．1)Changesinthesituationofstudents′EnglishgrammarlearningInitem2，69.2%studentsthinktheyhavemorechancetocommunicatewithothersinEnglishgrammarclasssincetheexperimentwascarriedout.23%studentsthink“justso”.While7.6%studentsthinkthattheyseldomcommunicatewithothersinclass.Beforetheexperiment,whenstudentshavetroubleinlearningEnglish,67.3%studentswaitteacherstosolvetheproblem,only28.8%studentsdiscusswiththeirclassmates.However,item3shows73%studentsarereadytocommunicatewithothermembersinthegroupwhentheyhavesomedifficultiesintheirstudy.19.2%ofthemcommunicatewithothersunwillingly.Itprovesthestudents’activenesshasincreased．Comparedwithitem2.inthepre-questionnaires，item4showsthatstudentswhoshowgreatinterestinEnglishgrammarincreasedto69.2%aftertheexperiment．19.2%studentsthinkthattheirinterestingrammarEnglishisimprovedgreatly．Only11.5%ofthem23 内蒙古师范大学硕士学位论文thinkthattheirinterestinEnglishgrammarisn’timproved.67.3%studentscanparticipateingroupworkandtrytheirbesttofinishthedesignedtasksratherthanlistentotheteacherpassivelyinEnglishclassaftertheexperiment．19.2%ofthemcanjoininthegroupactivitiesunwillingly．13.4%ofthemareinactiveanddependontheothermembersinthegroup,whichisrevealedinitem6．Item7showsthat67.3%studentsagreethattheirself-confidenceinEnglishlearninghasincreasedgreatlywhile23%ofthemclaimsthattheyhavemoreself-confidencethanbefore．Foritem8，61.5%studentswouldliketolistentoothers’opinionwhenthereisdisagreementamongthestudents.28.8%ofthempreferlisteningtothestudentswhoseEnglishisgood.Only9.6%ofthemwouldliketolistentotheteacher.Item9alsoshows53.8%studentswouldliketospendthetimeexplainingtootherstudentspatientlywhentheyhavetroubleinlearningEnglish.13.4%ofthemthinkitwastestoomuchtime.Aboveall,ThesewillmaketheEnglishgrammarclassatmosphererelaxingandenjoyable．SotheexperimentofapplyingcooperativelearninginEnglishgrammarinthejuniorhighschoolisveryeffective.Sincetheexperimentwascarriedout,moststudentshavehadgreatinterestandenthusiasminlearningEnglishgrammar.Theybegintolearntocooperatewithothersandtakeanactivepartintheclassactivities.Theyalsolearntorespectothersandlistentootherstudents’differentopinions.2)Students’feedbackandevaluationofcooperativelearningItem1inthisquestionnairerevealsthestudents’feedbackandevaluationofcooperativelearning．Itshowsthat88.4%studentsthinkcooperativelearningisveryhelpful,whichcanstrengthentheexchangeofstudentsandenhancetheteamspirit.Item5alsoshows67.3%studentsthinkcooperativelearningintheEnglishgrammarclasscanhelpthestudentsalot,28.8%studentsthinkcooperativelearningcanhelpstudentslearnEnglishgrammarbetter.3.8%ofthemthinkithashelpbutalittle.Fromitem10,wecansee61.5%studentsclaimthattheybenefitfromhelpingothersalot.Fromtheaboveanalysis，wecanseethataftertheexperimentthereisgreatdifferenceinstudents’interests,attitudestowardsEnglishgrammarandconfidenceinEnglishgrammarlearning．Andmajorityofthestudentshaveapositiveattitudetowardscooperativereading．Inconclusion，wecanseethatcooperativegrammarlearningismoreeffective24 ⅣDataAnalysisanddiscussionsthantraditionalmethodfromtheanalysisofthequestionnaireIIaftertheexperiment．ItnotonlychangesthesituationofthetraditionalEnglishclass,butalsoenhancesstudents’interestandself-confidencegreatly.Inexperimentalclass,theclassatmosphereoflearningEnglishgrammarismoreenjoyableandrelaxingthanbefore．Meanwhile,thestudents’abilityandmethodsandskillsinlearningEnglishhavebeenimprovedgreatly.4.3AnalysisofthePre-testThePre-testofgrammaraimsatseeingwhetherthestudents’Englishgrammarlevelisthesimilarintheexperimentalclassandthecontrolclassbeforetheexperiment．ThetestincludestheMCQ,fillingintheblankswiththeappropriateforms,sentencetransformation.Eachitemis2points．Thetotalscoresare30.Table4-3showstheresultsofthetest.Table4-4showstheEnglishFinaltestresultsofGradeEightbeforetheexperiment.Table4-3MeansofGrammarScoresofPre-testClassNMExperimentclass5215.5Controlclass4814.5Table4-4theEnglishFinaltestresultsofGradeEightClassNMExperimentclass5262.5Controlclass4861.7(Note：N--numberofthestudents；M--theaveragescores)Accordingtothestudents’pre-testscoresingrammar,themeaninexperimentclassis15.5andthemeanincontrolclassis14.5.Beforetheexperiment,themeanofEnglishfinaltestofGradeEightintheexperimentclassis62.5.Whileinthecontrolclass,themeanis61.7.Therefore,therearenogreatdifferencesbetweentwoclassesthroughtheaboveanalysisbeforetheexperiment.25 内蒙古师范大学硕士学位论文4.4DataAnalysisofPost-testThepost-testwasheldaftertheexperiment，whichalsoconcludedtheMCQ,fillingintheblankswiththeappropriateforms,sentencetransformation.Thestudentisrewarded2pointsifhecanansweronequestioncorrectly.Theresultshowsthattherearegreatdifferencebetweenthetwoclassesaftertheexperiment．Intheexperimentalclass，themeanscoreingrammartestincreasedby4．3whilethemeanscoreincreasedonlyby0.6inthecontrolclass．Besides,intheexperimentclass,themeanscoreofEnglishcomprehensivetestwas62.3beforetheexperiment.Aftertheexperiment,themeanscoreisaddedto69.7.ThemeanscoreofEnglishcomprehensivetestincreasedby7.4aftertheexperiment.Whileinthecontrolclass,themeanscoreofcomprehensiveEnglishtestwas61.7inthepre-test.Inthepost-testthemeanscoreisaddedto62.4.Themeanscoreincreasedby0.7inthepost-test.Itisobviousthatthereisadistinctivedifferencebetweenthecontrolclassandtheexperimentalclassinthepost-test．Itisshownintable4-5andtable4-6．Thisclaimsthatcooperativelearninghaspromotedstudents’grammarscoreandtheabilityoflearningEnglishbycooperatinghasbeenimprovedgreatly．Fromtheabove,wecanseeapplyingthecooperativelearningintoEnglishgrammarteachingnotonlyimprovestudents’grammarscores,butalsoimprovestudents’abilityoflearningEnglishbycooperating.Table4-5MeansofGrammarscoresofPost-testClassNMExperimentClass5219.8ControlClass4815.1Table4-6MeansoftheComprehensiveEnglishTestinGradeNineClassNMExperimentClass5269.7ControlClass4862.426 ⅣDataAnalysisanddiscussions4.5AnalysisoftheInterviewAttheendoftheexperiment，inordertogetdetailedinformationaboutstudents’evaluationandsuggestionsfortheuseofcooperativelearning，theauthorchoosessevenstudentsfromtheexperimentalclassrandomlytohavetheinterview.Thesevenstudents’Englishlevelisdifferentintheexperimentalclass.Theinterviewtakesplaceinaclassroom.Theauthoralsotakesnotesofthecommunication.Thefollowingarethequestionsandanswers.1.Whichgrammarteachingmethodwouldyoulike,traditionalteachingmethodorcooperativelearningEnglish?Alloftheintervieweeslikecooperativelearningbetterthantraditionalteachingmethod.Asforthereasons,theythinkcooperativelearningcancreatearelaxingandenjoyableatmosphereinsteadofadullandinactiveclassatmosphere.Themembersofthegrouphaveopportunitiestoexpresstheirideasandsuggestionsinclass．CooperativelearningcanmakemostofthestudentstakeanactivepartinthegroupdiscussionandraisetheirenthusiasmstolearnEnglishautomatically.2.DoyouthinkitissuitabletoapplycooperativelearninginEnglishgrammarclass？Pleasestateyourreasons.Onestudentthinksthatasatopstudentintheclass，itisinterestingtospendsometimehelpingothersinthegroup.Besides,helpingotherscanmakehisownideamoreclearanditcanimprovehisEnglishlevel.Onestudentsaysnowthegrammarclassatmosphereismoreactivethanbefore.Mostofthestudentscantakeanactivepartinit.Theyfeelthegrammarclassbecomesmoreinterestingthanbefore.Anotherstudentsaysheusedtodarenotanswertheteacher’squestionsbecausehewasafraidofmakingmistakesandbeinglaughedatbyothers.Butnowtheteacheroftenencourageshimandoffersmoreopportunityforhim.Healsowantstoworkhardtoexceedothers.3.DoyouthinkcooperativelearningcanimproveyourEnglishperformance?CanitarouseyourinterestinEnglish?Why?Moststudentsthinkcooperativelearningmakesthemlearnmorethanbefore.TheybecomemoreinterestedinEnglishandhavemoreself-confidence.Theyisn’tafraidofansweringtheteacher’squestionsanylongerandtheylearnalotfromothers.TheybelievecooperativelearningcanimprovetheirEnglishgrammarachievementsandtheirskillsinlearningEnglish---listening,speaking,reading,writingetc.27 内蒙古师范大学硕士学位论文4.Whatareyoursuggestionsaboutcooperativelearning?MajoritystudentsclaimcooperativelearningisabetterwaytolearnEnglishthanthetraditionallearningmethod.Butthedisciplineinclassispoor;somestudentsspeakinalowvoiceordiscussotherquestionswhenworkingingroups.Theyhopetheteachercansolvetheproblem.Somestudentssaytheyhavedifficultyinfinishingthetaskstheteacherassigns.Noteveryoneispleasedtocooperatewiththem.Sotheyfeelunhappy.Theysuggesttheleaderinthegrouphelpthem.Besides,duringthediscussiontime,somestudentsdon’tworkhisbrainandjustsittheretowaitforothers’response.Theysuggesttheteachertakessomemeasurestocontrolthesituation.28 ⅤConclusionⅤConclusion5.1MajorfindingsoftheresearchThroughthecomparativestudyoftheexperimentalclassandthecontrolclass,thestudents’performanceingrammartestsintheexperimentalclasshasbeenimprovedsignificantly.Besides,students’learninginterestandenthusiasmingrammarlearninghasalsobeengreatlyimproved.Thisshowsthatthecooperativelearningmodelismoreeffectivethanthetraditionalteacher-centeredmethod.Andthefindingscanbelistedasfollows：1)Cooperativelearningoffersthestudentsanopportunitytoexplorethelanguagebythemselves,whichincreasesthestudents’interestinEnglishandtheatmosphereinclassbecomesmoreactivethanbefore.EspeciallyinEnglishgrammarclass,mostofstudentscanparticipateinclassactivitiesandshowgreatenthusiasm.TheyfeelEnglishgrammarclassbecomesmoreinterestinginsteadofboringinthepastEnglishclass．Inordertoperformactivelyinclass,beforeclass,manystudentspreviewandsearchforinformationonthegrammarthatwillbetaughtinclass.Bydoingthis,theyenhancetheirabilitytounderstandtheproblems,andalsocultivatetheircollectivesenseofhonor.Inaword，thesituationoftraditionalEnglishgrammarclasshasbeenchangedgreatlyaftertheapplicationofcooperativelearning．Maslow(1943)holdsthattheidealschoolshouldbeagainstexternallearning,advocateinternallearning.Theso-calledinternallearningistorelyontheinternaldrive,developtheirpotentialfully,andtoachieveself-realization...2)Thestudents’grammarachievementshaveachievedbetterresultsinexperimentalclass．Inthecooperativeclass,thestudentstrytheirbesttofinishthetasksthattheteacherassignsbydiscussioningroups,whicharehelpfulforthemtolearnhowtocooperatewithothersandappreciatethemeritsofothers.Somestudentsgetpraisedfromtheteacherthroughtakingpartintheclassactivitiesactively．Theirself-confidenceishigherthanbefore．Meanwhile，sometopstudentslearnalotbyexplainingsomeproblemstoothers.Inshort,cooperativelearningisaneffectivewayofimprovingthestudents’29 内蒙古师范大学硕士学位论文Englishlearningachievement,changingtheirattitudetowardEnglishlearningandenhancingtheirinterestinEnglish.CooperativelearningisalsoagreatattempttochangethetraditionalEnglishgrammarclassandmakethestudentsbecomethemastersoflearning.Theteachingmodedevelopsstudents’potential,improvesstudents’skillsandabilityinusingEnglish.ItismoreeffectivethantraditionalmethodtoletstudentsbenefitfromitasEnglishlearners．Soitisnecessarytocarryoutcooperativelearningingrammarteachingforthestudentsofthejuniorhighschool．5.2ImplicationoftheresearchTheresultsofthisstudyaresignificantforteacherstoimproveteachingeffectiveness,tostimulatestudents’interestinlearning,toenhancestudents’senseofcooperationandcompetition,andtoimprovethestudents’Englishachievements.5.3LimitationsTherearesomelimitationsandunavoidablequestionsinthisresearch,whichshouldbeimprovedinthefutureresearch.Firstofall，theexperimenttime,withonlyoneterm,islimited．Duringthelimitedtime,itisnotenoughtoprovetheeffectivenessofthecooperativelearninggrammar．Besides,itisapityforthestudentsnottohavetoomuchtimetocommunicateordiscussquestionswiththeothermembersofthegroupinfuture.AsforEnglishgrammarclass,thestudentshopetheywillhavemorechancetocooperatewithothersinfuturesothattheycanunderstandmoregrammarrulesclearly.Secondly,thisresearchisonlycarriedoutamong100studentsoftwoclassesinonegrade．Thedatasampleisnotlargeenoughandthemeansofdatacollectionmaynotveryprecise.Besides,theresearchwasdonebyoneteacherinoneschool．Sotheresultmaynotbequitereprehensiveandconvincingenoughtoacertainextent．Theresultwouldbemorereasonableifmoreclassesandteachersareinvolved．Thirdly，becauseoflimitedteachingexperience,theteachingprocedureandtheteachingcasedesignedbytheauthormaynotbequiteperfectenough.Incooperativeclass,sometimessomestudentswhoarenotgoodatEnglishcouldnotcontrolthemselvesandtalksomeotherthings.Somestudentscould′tfinishthetaskthattheteacherassignedbecauseoftheirability.Sotheyarelackofself-confidenceand30 ⅤConclusionnotactiveinclass.What’smore,inbothclasses,thestudents’Englishlevelisratherweak.Asaresult,thoughtheauthordosomethingtostimulatestudents’interest,theclassatmosphereisnotveryactive.Aboveall,thesenegativefactorsaffecttheapplicationofcooperativelearning．Cooperativelearningapproachstillneedstobeimprovedinfutureresearch.5.4RecommendationsforfurtherresearchTheresultsoftheexperimentshowthatthecooperativelearningiseffectiveforthejuniorhighschoolstudentstoimprovetheirgrammarscores,stimulatestudents′interestinEnglishgrammarclass．However,thestudyislimited,soit’snecessarytodosomefurtherresearch.Firstly,theexperimentaltimeshouldbelongersothatthereisenoughtimeandchanceforthestudentstocooperatewithotherstolearnfromeachother.Secondly，thesampleinthefutureresearchshouldbeexpandedtothewholeschoolandmoreteacherstoensurethereliabilityofthestudy．Furthermore，Intheexperimentofcooperativelearning,theteachersshouldfamiliarthemselveswiththerelevanttheoriesofcooperativelearningclearsoastoapplythecooperativelearningmoreefficientlyinclassinthefuture．Theteachersalsoshouldimprovetheirteachinglevelinordertocontrolthecooperativeclassefficiently.Aboveall,cooperativelearningmethodhaspositiveeffectsonstudents’Englishgrammarachievement.Yettherearesomelimitationsinthestudy.Itisexpectedthatteachers’effortandexplorationwillimprovethecooperativegrammarclassandprovidebetterresultsforEnglishteachinginthefuture.31 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内蒙古师范大学硕士学位论文AppendixⅠ初中生英语语法学习现状问卷调查本问卷的目的了解学生英语语法课上教师授课情况和学生学习情况。请根据你的真实情况，在下面的问题的备选项中选择一项你认为最接近的答案。此材料只作调研作用，不需要署姓名和班级。填写时不要与别人讨论，谢谢你的合作！共10小题。1.你学习英语最主要的目的是A、为将来更好的学习打好基础B、到国外去C、个人兴趣爱好D、为应付考试2你对英语语法的学习兴趣A、很高B、一般C、不太高D、不高3．你对英语学习的态度是A、厌学B、被迫而学C、感兴趣D、看情况而定4．你们的英语语法课堂教学模式是A、以老师为主的讲解B、学生大部分时间自学C、学生在课堂上讨论D、老师讲解与学生讨论同时进行5．你们英语课堂的气氛是A、紧张有压力B、严肃认真C、轻松融洽D、无聊6.你对老师在语法课上的教学方式满意吗?A、非常满意B、比较满意C、不满意D满意7．老师要求课堂讨论时，你会A、积极参与B、害怕或不愿积极参与C、不积极参与D、只听其他同学说8．你在英语语法课堂中的表现是A、积极配合老师B、认真记笔记，但不回答问题C、认真记笔记有时回答问题D、老师提问时才回答问题9．你英语语法知识来源主要是A、老师讲课B、同学讨论C、自学D、前三者结合10．在英语学习中遇到困难时，你会用哪种方式解决?A、等待老师讲解B、和同学讨论C、放弃D、自己想办法34 内蒙古师范大学硕士学位论文AppendixⅡ合作学习活动和英语语法学习状况调查问卷本问卷为了了解在英语阅读课堂中实施合作学习以来同学们对合作学习的感受以及英语阅读课的学习情况。请在下面问题的备选项中选择一项你认为和真实情况最接近的答案。此材料只作调研之用，不需要署姓名和班级。填时请不要与别人讨论，谢谢合作！1．你认为小组合作活动能增进同学间的交流，并增强团队合作精神吗?A、能B、或许能C、不知道D、不能2．你认为在语法课堂上与同学交流的机会多吗?A、非常多B、一般C、很少D没有3．你愿意和同学交流学习上的一些问题吗?A、愿意B、一般C、不知道D、不愿意4．实施合作学习以来，你对英语语法课学习的兴趣：A、很大提高B、有所提高C、没变化D、降低5．小组合作学习语法对你的英语学习：A、帮助很大B、有帮助C、有帮助但不大D、没有帮助6．你在合作学习课堂上：A、能够积极配合，并主动参与B、被动接受C、不主动，总想把任务留给其他小组成员D、感觉与自己无关7．与以前相比，你认为自己在英语学习的自信心方面：A、很大提升B、有提高C、没变化D、降低8．学习上有争论时，你愿意倾听其他同学的意见吗?A、愿意B、如果他成绩好我愿意听C、不太愿意，坚持自己的观点D不愿意，听老师的9．有同学问你难题时，你愿意花时间耐心向他解释吗?A、非常愿意B、如果有时间，我会C、看情况D、不愿意35 内蒙古师范大学硕士学位论文10．你觉得能从帮助他人的过程中获益吗?A、一定能B、能、C、可能有一点D、不能36 内蒙古师范大学硕士学位论文AppendixⅢⅠ单项选择1．—Whois，TomorMike？—Tomis.A、thinB、thinnerC、thinnerD、morethin2.MissWangistallerthanme.A、veryB、moreC、muchD、quite3.Thewatchisasasthatone.A、cheapB、cheaperC、morecheapD、cheapest4.Hethinkshishometownisofall.A、BeautifulB、morebeautifulC、mostbeautifulD、themostbeautiful5.---NowNanjingissobeautifulthatIcan’trecognizeit.---Yes.Greatchangesinthepasttenyears.A、hastakenplaceB、havetakenplaceC、tookplaceD、takeplaceⅡ用所给词的适当形式填空1.Let′s(have)breakfastfirst.2.Jimlovesanimalsverymuchandwants(be)ananimaldoctor.3.Yourdreamwill(come)true.4.Don′t(speak)loudlyinfrontofpeople.5.Theladywas(killing)lastnight.Nobodyknewwhokilledher.Ⅲ句型转换1.Shedoeswellinsinginganddancing.(改为同义句)Sheissinginganddancing.2.Whydon’tyoujointheEnglishclub?(改为同义句)jointheEnglishclub?3.Howdoyoulikethemovie?(改为同义句)doyouthemovie?4.ShehasbeentoQingdaotwice.(对画线部分提问)hasshebeentoQingdao?5.Hasyourbrotherfinishedhishomework?(作肯定回答)Yes,.37 内蒙古师范大学硕士学位论文AppendixⅣPost-testⅠ单项选择1．—Howisyourgrandma？—Sheisfine.SheusedtoTVathomeaftersupper.Butnowsheisusedtooutforawalk.A、watch;goB、watching;goC、watching;goingD、watch;going2.Everyonewaswhentheyheardthenews.A、exciting;excitingB、excited;excitingC、exciting;excitedD、excited;excited3.whataboutmoretreestokeeptheairclean?A、toplantB、plantC、plantingD、planted4.--CanIyourbike?---Withpleasure.Butyoumustn’tittoothers.A、lend;borrowB、borrow;lendC、lend;lendD、borrow;borrow5.Ican’tplaythepiano,and.A、neithercanmysisterB、mysistercan’t,tooC、socan’tmysisterD、canmysister,eitherⅡ用所给词的适当形式填空1.Iamusedto(get)upearlynow.2.Weenjoyed(our)intheparkyesterday.3.Ihopeyoucanmakea(decide)byyourself.4.Hollyhastodosomething(improve)herEnglish.5.Don’tforget(close)thedoorwhenyouleave.Ⅲ句型转换1.Hecamebacktwohoursago.Hebacktwohours.2.Tomboughtthecarin2009.Tomthecar2009.3.Ispenttwohourscleaningmyroomyesterday.(改为同义句)Itmetwohoursmyroomyesterday.38 内蒙古师范大学硕士学位论文4.IhavestudiedEnglishforfouryears.(对画线部分提问)HaveyoustudiedEnglish?5.Ihavealreadyfinishedmyhomework.(改为否定句)Imyhomework.39 内蒙古师范大学硕士学位论文AppendixⅤ本次访谈目的在于调查：自从实施合作学习的教学以来，学生对传统教学和合作学习的态度，评价和建议。老师对7名不同学习层次的学生进行了单独面对面的采访，共4个问题。1．在课堂上，你喜欢传统教学中教师直接教还是让学生合作学习？2．你觉得在英语语法课中使用合作学习适合吗?请陈述你的理由。3．你认为合作学习能提高你的英语成绩吗？能激发你学习英语的兴趣吗？为什么?4．你对合作学习实施的建议有哪些？40 内蒙古师范大学硕士学位论文Acknowledgśmentswiththehelpofmysupervisor，familyandfriends，Ihavefinallycompletedthisthesis．HereIwouldliketoexpressmythankstothem.Withoutthem,Iwouldnothavebeenabletofinishthethesissuccessfully.Duringtheperiod,theyhavegivenmegenerousassistance，encouragementandguidance.Firstly,IamdeeplygratefultomysupervisorProfessor,GeGenforhercareful，patientguidancetomeduringthewholeprocessofmywritingofthisthesis．Meanwhile，Ihavelearnedalotfromherseriousattitudetowardswork，Withoutherpatientguidance，thisthesiscouldnothavebeenfinishedAtthesametime,IwouldalsoliketoexpressmythankstotheSchoolofForeignLanguagesoftheInnerMongoliaNormalUniversity.AndthereIenrichedandbroadenedmyknowledgewhichmakesmythesiswritingeasier.Ialsowanttothankmyclassmatesandfriendswhohelpedmealotandgavemealotofvaluablesuggestionsandencouragementduringthethesiswriting．Finally,Imustacknowledgemyhusbandandsonfortheircontinuousunderstandingandsupportinthecourseofmywork．Especially,myhusbandhelpedmealotwithcomputerwork.Withouthim,Imightnothavefinishedthethesissmoothly.41