合作学习打破大学英语课堂沉默的有效性研究  

On the Effectiveness of Using Cooperative Learning to Break College English Classroom Silence

作　　者：何凌霄[1] 

机构地区：[1]江苏科技大学外国语学院,江苏镇江212003

出　　处：《中南林业科技大学学报（社会科学版）》2012年第6期210-213,共4页Journal of Central South University of Forestry & Technology（Social Sciences）

基　　金：江苏省教育科学"十一五"规划重点课题:"行动研究:促进大学英语教师专业发展之理论与实践研究"(编号:Y-a/200903);江苏省高校哲学社会科学研究基金项目:"全球化背景下的中国外语教育与文化认同研究"(编号:2012SJB740009)

摘　　要：大学生消极的课堂沉默是多种因素共同作用的结果,不利于学生英语综合应用能力的培养和提高。合作学习以建构主义和人本主义理论为基础,强调学生的主体参与和生生之间的互动合作,既是一种有效的学习模式,也是一种新型的教学组织形式。以定量和定性的方式探讨了合作学习和传统教学模式跟课堂沉默的关系。研究表明,"以学生为中心"的合作学习对打破大学英语课堂沉默有明显效果,而"以教师为中心"的传统教学模式不仅会导致课堂沉默,而且会在一定程度上加重课堂沉默的程度。Students＇ negative classroom silence is the result of many factors and has a bad effect to college students＇ English proficiency training and improving. Cooperative learning based on the theories of constructivism and humanism emphasizes the students＇ active participation, interaction and cooperation among the students, which is not only an effective learning mode, but also a new type of teaching organization. In a quantitative and qualitative way, the paper tries to explore the relationship between classroom silence and cooperative learning and the traditional teaching mode. The result suggests that student-centered cooperative learning has a significant effect for breaking classroom silence in English teaching, while the traditional teacher- centered teaching mode increases the level of classroom silence besides leading to silence in the classroom.

关 键 词：合作学习 课堂沉默 有效课堂 研究 

分 类 号：G642[文化科学—高等教育学]