查詢結果分析
來源資料
相關文獻
- Cooperative Approaches to EFL Teaching and Learning
- Group Work: A Key to a Communicative EFL Class
- 國內大專學生對「合作學習」英語教學活動的看法
- 運用「合作學習」落實九年一貫溝通式英語教學
- 運用「合作學習」導正英語教學
- 英語短劇演出--合作學習在國中英語教學的應用
- From Reading to Speaking: Learning English Through a Dramatic Play
- 合作學習對國小學童英語學習之影響
- Enhancing Phonemic Awareness through Team Learning among Technical College Students
- Students' Perceptions of Cooperative Learning in General English--A Case Study
頁籤選單縮合
題名 | Cooperative Approaches to EFL Teaching and Learning=英語教學的合作學習方法 |
---|---|
作者 | 曾淑鳳; Tseng, Shu-feng; |
期刊 | 正修通識教育學報 |
出版日期 | 20040600 |
卷期 | 1 2004.06[民93.06] |
頁次 | 頁245-270 |
分類號 | 805.1 |
語文 | eng |
關鍵詞 | 英語教學; 以英語為其他外國語; 合作學習; Teaching English as foreign language; EFL; English for speakers of other language; ESOL; Cooperative learning; CL; |
中文摘要 | 臺灣傳統的英語教學是使用文法翻譯法,著重於文法和字彙的使用,但最近注意力已移轉到合作學習對語言學習的獲得有其益處。 本文提出了一些相關文獻探討如下:腦部的認知研究、合作學習的歷史探討、合作學習的定義、合作學習的教室特徵、合作學習教室中的教師角色、合作學習教室中的學生角色、以英語為其他外國語的合作學習、語言獲得與合作學習、使用合作學習於英語課程中、合作學習於英語課的好處、如何使用合作學習於英語教學中和使用電腦科技相關的合作學習於英文課程中。 研究証明若以合作學習的教材運用於所有語言學習將是最佳選擇,教師們可藉適用學習形態,個性,學生和學校的教材去塑造合作學習情境,使教師能與教學有最適性的結合。 |
英文摘要 | Taiwan's EFL instruction uses a traditional grammar-translation approach, concentrating on the correct usage of grammar and vocabulary. However, in recent years, attention has been paid to possible advantages which cooperative learning might have in language acquisition. This purpose of this study is to provide a review of related literature on brain research on cognition, the history of cooperative learning (CL), a definition of cooperative learning, characteristics of a cooperative classroom, teachers' roles in a cooperative classroom, students' roles in a cooperative classroom, an introduction to cooperative learning in ESOL, language learning acquisition and cooperative learning, using CL in ESOL classes, benefits of using CL in ESOL classrooms, how to apply CL in ESOL classes, and CL in ESOL with computer-related technology. Research confirms that approaches to language learning which incorporate opportunities to use all learning modalities in cooperative contexts are optimal for all students. Teachers may reinvent cooperative learning by adapting it to their style, personality, students, and schools until there is a good fit between them and the rest of their teaching. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。