论文部分内容阅读
本文例举作者设计的不同类型的协作任务,并通过对其中部分任务的定性资料的分析,论述协作任务可以成为词汇学习的有效途径,指出协作任务为学生结识、判断、理解、比较和使用新词提供了真实而即时的情境,促使学生高度关注,并付出超常努力,从而对这些新词记忆深刻。任务过程中学生需要不断彼此询问、解释、确认和纠正,形成意义协商。课堂实例显示,词义协商不仅导致丰富的语言使用,还使学生加深印象、深入理解而不易遗忘。协作任务还有助于增强学习动力和兴趣,提高学习效果。本文同时阐述协作任务中协作与竞争的关系以及教师角色。
This paper gives an example of different types of collaborative tasks designed by the author. By analyzing the qualitative data of some of the tasks, it is argued that collaborative tasks can become an effective way to learn vocabulary. It is pointed out that the collaborative task is to recognize, judge, understand, compare and use the new Words provide a real and immediate situation, prompting students to pay close attention and make extraordinary efforts to memorize these new words. During the mission, students need to constantly ask, explain, confirm and correct each other to form meaningful negotiation. Classroom examples show that word-meaning negotiation not only leads to rich language use, but also enables students to deepen their impression, understand deeply and not easily forget. Collaboration tasks also help enhance learning motivation and interests, and improve learning outcomes. This article also explains the relationship between collaboration and competition and the role of teachers in collaborative tasks.