中国学生英语合作学习因素与学习成绩的关系探究

A study of the relations between participation, belief, strategy, sociability and learning outcome in Chinese students' English cooperative learning

本文通过对国内外学者相关理论的归纳和总结，推导出中学生英语合作学习参与度、合作学习观念、合作学习策略和社交能力的内在关系假设概念模型。通过对东北地区中学889名学生的问卷调查，利用多元回归分析，验证假设模型的科学性，并对其内在关系进行了量化分析。研究表明，中学生的社交能力和合作学习观念，特别是英语合作学习参与程度对英语学习成绩具有很强的预测力。而且，它们不是单独地作用于英语学习成绩，而是共同构成了相互作用的因果链。教师在倡导和组织合作式学习活动时，应注意以上四个因素的相互影响关系，探索合理的合作式教学策略和方法。

This paper proposes a posited theoretical model of the relations between participation, belief, strategy, sociability and learning outcome in secondary school students' English cooperative learning from a perspective of cooperative learning theory, and testifies it through a questionnaire survey of 889 secondary students in Northeast China. The results show that students' sociability and cooperative learning participation, especially the latter, have strong predictive power for their English learning outcome. In addition, English cooperative learning belief, strategy, participation and sociability are correlated strongly with one another in this theoretical model. This study contributes to a better understanding of the causal relations among the four factors, and provides implications for English teachers to organize cooperative learning activities in their classroom.