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“Peer-Instruction”(同伴互助)是合作学习的一次创新性尝试,不同于传统课堂讲授,“同伴互助”模式多为基于问题的自主学习和协作学习。本研究以北京一所高校2014级的两个英语教学班为研究对象,对比了“同伴互助式”英语教学模式与传统模式下,大学生在课堂参与程度上的差异。研究发现,“同伴互助”教学模式尚未对大学生英语课堂参与程度产生明显的影响,原因可能在于“同伴互助”教学模式的具体实施步骤有待完善,并且学生尚需时间来适应新的教学模式。
“Peer-Instruction” is an innovative attempt of cooperative learning, which is different from the traditional classroom teaching. Most of the “peer-assisted” models are problem-based autonomous learning and collaborative learning. In this study, two English teaching classes at a university in Beijing in 2014 were studied, and the differences of undergraduates’ participation in the classroom were compared under “peer-assisted ” English teaching mode and traditional mode. The study found that “peer assistance ” teaching mode has not had a significant impact on the level of college students’ participation in the English classroom, the reason may be that “peer assistance ” teaching mode of concrete implementation steps need to be improved, and students still need time to adapt to the new Teaching mode.