社会文化理论视域下初中英语课堂合作学习实施缺位及优化路径研究

A Study on the Implementation Absence and Optimization Path of Cooperative Learning in Junior High School English Classrooms from the Perspective of Sociocultural Theory

摘要: 《义务教育英语课程标准（2022年版）》倡导合作探究、互动实践作为培育英语学科核心素养的核心课堂实施路径。然而，一线初中英语课堂中合作学习普遍面临“严重缺位”甚至“几乎不开展”的现实困境。维果茨基社会文化理论以中介、内化、最近发展区、支架四大核心概念搭建二语互动分析框架，为剖析合作学习缺位的深层生成逻辑、构建靶向优化体系提供了理论工具。本研究基于社会文化理论视角，结合国内大量实证调研文献，系统梳理初中英语课堂合作学习实施缺位的现状表征，从应试教学导向、大班额客观制约、教师制度性困境三个维度深入剖析缺位成因，并以人教版七年级下册Unit 5“Why do you like pandas?”为课例，详细展示“认知转变–环境创设–分层落地”的逐步引入路径与“支架搭建–异质分组–多元评价”的系统化优化方案，以期为初中英语课堂合作学习的有效实施提供可借鉴的实践范例与理论参照。

Abstract: “The English Curriculum Standards for Compulsory Education (2022 Edition)” advocates cooperative inquiry and interactive practice as the core classroom implementation paths for cultivating core competencies in English. However, cooperative learning in frontline junior high school English classrooms generally faces the practical dilemma of “severe absence” or even “almost non-implementation.” Vygotsky’s Sociocultural Theory, with its four core concepts—mediation, internalization, zone of proximal development, and scaffolding—provides a theoretical framework for analyzing the interaction in second language acquisition, offering analytical tools to dissect the underlying logic of cooperative learning absence and to construct targeted optimization systems. Adopting the perspective of Sociocultural Theory and synthesizing a substantial body of domestic empirical research, this study systematically delineates the current manifestations of implementation absence of cooperative learning in junior high school English classrooms. It analyzes the causes from three dimensions: examination-oriented teaching orientation, objective constraints of large class sizes, and institutional difficulties faced by teachers. Using Unit 5 “Why do you like pandas?” from the Grade 7 (Volume 2) of the People’s Education Press as a case study, this paper elaborates on the gradual introduction path of “cognitive transformation-environmental creation-layered implementation” and the systematic optimization scheme of “scaffolding construction-heterogeneous grouping-multiple evaluation,” aiming to provide a replicable practical exemplar and theoretical reference for the effective implementation of cooperative learning in junior high school English classrooms.