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1、《英語(yǔ)課程標(biāo)準(zhǔn)》把培養(yǎng)綜合語(yǔ)言運(yùn)用能力為核心,倡導(dǎo)實(shí)踐、參與、體驗(yàn)、交流與合作的學(xué)習(xí)方式,重視評(píng)價(jià)對(duì)學(xué)生的激勵(lì)作用,而合作學(xué)習(xí)是以學(xué)生為主體,讓學(xué)生在小組中展開(kāi)學(xué)習(xí)活動(dòng),有助于提高學(xué)生學(xué)習(xí)英語(yǔ)的積極性,充分發(fā)揮學(xué)生的主動(dòng)精神,加強(qiáng)學(xué)生的集體榮譽(yù)感,提高英語(yǔ)教學(xué)質(zhì)量。
初一年級(jí)是中學(xué)的起始年級(jí),如果在這個(gè)年級(jí)就打好基礎(chǔ),養(yǎng)成好的學(xué)習(xí)習(xí)慣和方法,對(duì)于以后的學(xué)習(xí)是非常有幫助的。本論文首先探討了研究的背景和意義,以及研究問(wèn)題和論文的結(jié)
2、構(gòu)。在文獻(xiàn)綜述中涉及合作學(xué)習(xí)理論的背景與發(fā)展,合作學(xué)習(xí)的內(nèi)涵和要素,合作學(xué)習(xí)的理論基礎(chǔ),《英語(yǔ)課程標(biāo)準(zhǔn)》以及關(guān)于合作學(xué)習(xí)國(guó)內(nèi)、國(guó)外的研究現(xiàn)狀,國(guó)內(nèi)中學(xué)英語(yǔ)寫作的現(xiàn)狀,在研究設(shè)計(jì)中描述了合作學(xué)習(xí)在初一英語(yǔ)課堂寫作教學(xué)中的實(shí)驗(yàn)研究,作者選了兩個(gè)班,一個(gè)班作為實(shí)驗(yàn)班,另一個(gè)班作為控制班,實(shí)驗(yàn)前作者通過(guò)前測(cè)和調(diào)查問(wèn)卷,得出實(shí)驗(yàn)班和控制班在寫作水平上無(wú)明顯差異,在實(shí)驗(yàn)過(guò)程中,對(duì)實(shí)驗(yàn)班運(yùn)用合作教學(xué),控制班運(yùn)用傳統(tǒng)的教學(xué)方法,實(shí)驗(yàn)后,通過(guò)實(shí)驗(yàn)班和控制
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