刊物属性
  • 刊物名称:校园英语
  • 国内刊号:CN 13-1298/G4
  • 国际刊号:ISSN 1009-6426
  • 邮发代号: 18-116
  • 数据库收录:中国知网
  • 投稿邮箱:
      tougao@xiaoyuanyingyu.com
  • 时间:2019-12-26 来源:校园英语杂志社

    作者:文娟
      【Abstract】The benefits of students learning together in learning community (LC) programs have been widely reported. This paper explains how action research was used to design, trial and refine a same-year LC program to improve student motivation and demonstrates the value of action research for designing the LC program to increase students’ motivation. Key factors influencing the success of the program were: task-based learning activities; appointment of peer leaders; the provision of structured and unstructured student support; teacher assessment and peer assessment; and the use of interactive tutorials.
      【Key words】action research; teacher leadership;  learning community
      【作者簡介】文娟(1976-),女,汉族,安徽六安人,,上海工艺美术职业学院,讲师,硕士,研究方向:英语教学法和二语习得。
      Ⅰ. Introduction
      In the past few years there has been a gathering interest in the concept of teacher leadership and learning community, as teacher leadership exerts a great influence on the effective learning of the students. Action research was employed in this study
      Ⅱ. Implementing action research
      The four action research phases were used in the three cycles to improve the LC program. In each cycle the phases progressed as follows:
      Ⅲ. Reflect→plan→act→observe
      1. Plan: improvements were planned.
      2. Act: improvements were implemented.
      3. Observe: observation data were collected, analyzed and interpreted.
      4. Reflect: problems and opportunities for improvement were found.
      The three cycles
      Cycle one: The Middle Term of 2017
      Plan
      Task-based teaching activities were introduced through learning communities.
      Act
      The students(enrolled in 2017) majoring in product design participated in the Learning Community Program. There are 32 students in this class. The 32 students were subdivided into 8 learning communities with 4 students in each team.
      Table One: Data from the student questionnaire for 2017, 2018: percentage of students who agreed or strongly agreed with each statement.
      Year 2017 MT 2018 FT 2018MT
      Class numbers 32 32 32
      Response rates 75% 75% 81%
      Benefits from learning community (LC) programme
      1.The LC programme was interesting. 63% 75% 77%
      2.The LC programme motivated me to learn more.
      54% 79% 73%
      3.The LC programme made me willing to attend the English classes.
      67% 83% 88%
      Your role in completing the tasks