合作学习,英语,合作学习对初中英语学困生学习情感影响探讨

：多年来,我国的英语教学都将培养认知技能放在首位,而忽略了学习者情感因素的培养,结果造成学生在学习上体现出“淡漠”、“厌烦”“不合作”的态度,导致教学效率下降。学困生逐年增加。如何这些学困生走出困境受到的。自二十世纪六十年代人本主义不断进展以来,教育工作者越来越学习者情感因素在认知学习作用。人本主义“全人”的进展,认知以外人的内心世界感受。以作用毕业论文上来讲,在教学中,既认知也情感是非常必要的。合作学习激发学习者情感因素,如增强学习动机,形成积极学习态度,增强学习者的自尊心,降低学习焦虑因素等。以更深层的作用毕业论文上来讲,合作学习把智力,情感,技能均衡进展的融入了外语教学中,于人的全面进展,这一点也我国现在正在全面的素质教育的要求。国内外有关合作学习对学困生情感影响量化的探讨论文网很少,本探讨论文网以英语学困生的目前状况与有着理由出发,以合作学习为论述,探讨初中英语教学如何地运用合作学习来激发学困生积极情感,以而达到转化学困生的目的。本探讨论文网以2009年9月持续到2010年1月,为期18周,探讨论文网为广州市广园中学八年级(2)班和(3)班的4名英语学困生。有关学困生的的文献,作者在全级做了问卷调查找出学生英语学困的理由,以问卷的浅析,学困生形成的理由有两个：内部因素和外部因素。内部理由来自于学生的情感因素,外部因素来自老师,同学和父母三个,作者要转化学困生,在英语教学中老师转变论文格式范文外部因素,创设的条件去激发学困生的内部因素,所以作者两个任教班级学困生的实际情况,师生,生生家校三方合作学习的的策略论文范文实验。在实验中运用问卷调查、访谈,观察和建立学生档案等手段论证。两次问卷的数据都Microsoft Office Excel 2003处理。探讨论文网结果,1)合作学习在激发英语学困生学习情感比传统的教学策略论文范文更。2)合作学习在能激发英语学困生的情感,激发学生的学习动机和兴趣,增强的自信心和自尊,提高的合作精神,增加师生间的互动和降低的焦虑,学困生的英语学业成绩的提高。,三方合作学习方式于学困生的转化。另外,本探讨论文网也了个别的学困生理由满意的进步,的探讨论文网。本探讨论文网对运用三方合作学习方式转化初中英语学困生了探讨,对探讨论文网学困生的转化与合作学习都有的借鉴作用毕业论文。词：合作学习学困生情感因素英语学习积极情感的培养英语学习效果
由{$GetSiteName}www.618jyw.com整理,联系人员哦。Acknowledgements5-7Abstract7-1010-12Contents12-16Chapter One Introduction16-231.1 Background of the research16-211.1.1 The current situation of English teaching and learning in Junior Middle School16-171.1.2 The functions of Students' affective factors17-191.1.2.1 The functions of Students' affective factors in the quality education181.1.2.2 The functions of Students' affective factors in English teaching and learning in Junior Middle School18-191.1.3 The requirements on Cooperative Learning and affect in the English Curriculum Standard19-211.2 Purpose of the research21-221.3 Significance of the research221.4 Overview of the research22-23Chapter Two Literature Review23-362.1 Studies of Learning Difficulty Students at home and abroad23-262.1.1 The definition of Learning Difficulty Students23-242.1.2 Previous research on Learning Difficulty Students24-262.2 Studies of affective factors26-302.2.1 The definition of affective factors26-282.2.2 Classification of affective factors28-302.3 Studies of Cooperative Learning30-362.3.1 The definition of Cooperative Learning30-322.3.2 Five factors of Cooperative Learning32-332.3.3 Functions of Cooperative Learning in developing positive affect33-342.3.4 Studies of Cooperative Learning at home and abroad34-36Chapter Three Theoretical Framework36-393.1 Group Dynamic Theory36-373.2 Cognitive Development Theory37-39Chapter Four Practical Ways to Cultivate the Positive Affect of English LearningDifficulty Students through Cooperative Learning39-604.1 Attribution to the failure of Learning Difficulty Students in English learning39-444.1.1 Causes of Learning Difficulty Students41-444.1.1.1 External causes of Learning Difficulty Students42-434.1.1.2 Internal causes of Learning Difficulty Students43-444.2 Cooperation between teacher and students44-534.2.1 Good relationship between teacher and students and the role of teacher44-454.2.2 Cooperative atmosphere creating45-474.2.3 Students' Sense of belonging and self-esteem improving47-484.2.4 Teacher's model484.2.5 Group arrangement48-494.2.6 Students' interests cultivating49-504.2.7 Learning strategies providing50-514.2.8 Teacher's expectations51-524.2.9 Positive Attribution52-534.3 Cooperation among students53-584.3.1 Peers' interaction53-554.3.2 Obligation to each student55-564.3.3 The role of model564.3.4 Various evaluations and cooperative activities56-574.3.5 Cooperative Learning inside the classroom and outside the classroom57-584.4 Cooperation between school and family58-604.4.1 Parents' role58-60Chapter Five Methodology60-735.1 Research questions60-615.2 Objectives615.3 Research methods61-625.4 Research design62-645.4.1 Participants and time625.4.2 Research instruments62-645.5 Research procedure64-665.6 Data collection66-675.7 Data Analysis67-735.7.1 Analysis of the data from the questionnaire before and after Cooperative Learning67-715.7.2 Analysis of the interview before and after Cooperative Learning71-725.7.3 Analysis of the observation of English Learning Difficulty Students before and after Cooperative Learning72-73Chapter Six Results and Discussion73-776.1 Results73-746.2 Implications74-756.3 Summary75-77Chapter Seven Conclusion77-807.1 Major Findings77-787.2 Limitations of present study and suggestions for further study78-80References80-85Appendix85-91Appendix Ⅰ85-87Appendix Ⅱ87-88Appendix Ⅲ88-89Appendix Ⅳ89-91Tables91-92www.618jyw.com{$GetSiteName}整理1段群英;;论中学英语教学合作学习[J];才智;2010年04期2孟庆彬;浅谈英语任务型教学[J];教育实践与探讨论文网(小学版);2005年10期3韩伟忠;;高职高专英语教学中合作学习的理由和对策[J];快乐阅读;2011年14期4尹华东;;谈合作学习论述在教学运用[J];内蒙古师范大学学报(哲学社会科学版);2008年S2期5余桂兰;;在英语课堂教学中如何引导学生自主、合作学习[J];教育教学论坛;2009年03期6余桂兰;;在英语课堂教学中如何引导学生自主、合作学习[J];教育教学论坛;2009年08期7肖音;;中学英语合作学习的策略论文范文探讨[J];才智;2009年33期8张可玲;;例谈合作学习在英语教学运用[J];南方论刊;2011年S2期9刘丽云;;在英语写作教学中组织合作学习[J];中学文科;2008年08期10李志辉;;初中英语教学中小组互动合作学习的实践与深思[J];科技推动进展;2010年06期