论文正文Word格式.docx

论文正文Word格式.docx

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摘要

当前，合作学习作为一种学习方式，已越来越广泛地被应用于以学生为主体的教学实践之中，成为对传统教学组织形式的一种重要的突破和补充。

本文旨在探讨合作学习在中学英语课堂中的运用，首先从理论上分析了合作学习的背景及定义，阐述了合作学习的理论基础和方法，然后对其课堂效果进行评估，最后得出问题所在，并给予可能解决的方法和建议。

在合作学习的英语课堂中，教师应该改变传统的教学风格，多激励学生，鼓励他们多开口、多思考。

从而营造出积极创新的课堂气氛，为培养学生的合作能力创造条件。

关键词：

合作学习；

初级中学;

英语课堂；

教学方法

Abstract

Thecurrentstudyandcooperationasalearningmode,isbecomingmorewidelybeenappliedtothestudentoftheteachingpractice,thetraditionalteachingorganizationtobecomeamajorbreakthroughandsupplementary.ThispaperisintendedtoexplorethecooperativelearningmethodappliedinEnglishclassesofJuniorMiddleSchools.Itfirstexplainsthedefinitionandbackgroundofcooperativelearning.ItthenintroducestheoreticalfoundationsandthemethodsthatappliedinEnglishclassesofJuniorMiddleSchools.Afterthat,theassessmentandproblemsarediscussedandfinally,itdiscussesthepossiblesolutionstosolvetheproblems.ThinkingofCooperativeStudyintheEnglishclass,theteachershouldchangethetraditionalteachingstyle,andencouragethemtomotivatestudentsmorespeakingandmorethinking.soastoproduceactiveandinnovativeclassroomatmosphereandthequalificationsforcultivatingthestudents’Cooperationabilities.

Keywords：

cooperativelearning,juniormiddleschool,Englishclasses,Teachingmethods

Contents

Abstract　……………………………………………………………….......……...…..Ⅰ

摘要………………………….…………………………………………………..............Ⅱ

Introduction…………………………..…………………...........................................…....Ⅳ

1．TheTeachingPrinciplesofCooperativeLearning…..………………….…1

1.1Topic-participatingprinciple…..……………………..………………………1

1.2Theoriesofcooperativelearning…..……………………..…………….…...2

2CooperativeLearningAppliedinEnglishClassesofJuniorSchools……2

2.1ThreeTypesofCooperativeLearningGroups…..………………………….…2

2.2TheCooperativeLearningMethodsAppliedinEnglishClassesof

JuniorMiddleSchools…..……………………..……………………..……………...4

2.21STADMethod（StudentTeam’sAchievementDivision）…..……………..4

2.22JigsawMethod　…..……………………..…………………..………………….4

2.23ConstructiveControversyMethod…..……………………..………………...5

2.24FourCorners…..……………………..…………………..……………………...5

2.3Whatshouldtheteachersdoincooperativelearning…..……………….5

2.31TeacherRoles…..……………………..……………………..………………...6

2.32StudentRoles…..……………………..……………………..…………………7

2.4Assessment…..……………………..……………………..………………………8

2.41GradingofaCooperativeExercise　…..……………………..…………….8

2.42FormativeAssessmentduringaCourseUsingCooperativeLearning….9

3.TheProblemsandSuggestionsonCooperativeLearning…..……….….…….9

3.1TheAdvantagesandDisadvantagesonCooperativeLearning………….…9

3.2TheSuggestionsonCooperativeLearning…..…………..……….………..…9

3.3MutualcooperationandPositiveevaluation..…………..………………………...10

Conclusion…..……………………..……………………..………………………….....12

References…..……………………..……………………..…………………………….13

Acknowledgements…..……………………..…………………………………...…….…14

Introduction

The21stcenturyistheeraofknowledgeeconomy,peoplepaymoreattentiontocooperationconsciousnessandtheabilityofcommunication.Thecooperativelearningasanewkindofteachingtheoryandpatternisbasedonthegroupcooperativelearning,systematicallyinvolvedvariousfactorsinteaching.Thecooperativelearningplaysanimportantroleinarousingclassroomstudyatmosphere,stimulatingthestudents’interestsinEnglishstudy,improvingstudents’academicachievement.

Inmodernsociety,Whilesocialpsychologistsbelievedthatgroupdynamicsisveryimportantinunderstandingthebehaviorofleadersandmembersofdemocraticgroups.Inrecentyears,ourEnglishteachinghaschangedtheteachingideas,reformtheteachingmethod,exploreCooperativeStudy。

InChina,theresearchofcooperativelearningwasstartedin1980’s.Today,theresearchesinthisareahavemadegreatprogress.Forexample,ShandongProvincehasdevelopedtheresearchandexperimentaboutcooperativeteaching,thusthecooperativelearninginChinahasbeengreatlypromoted.Itissaidthatoursocietyshouldencouragethestudentstoworkingroupsbutnotalone,stimulatetheconversationbetweenthestudents,andhelpthestudentsandteacherslearnatthesametime.Theexternaleffectoftheteachersandlearningenvironmentonlyworksthroughthelearners’involvingandinternalizingenvironment.

Therefore,asateacherweshouldfocusontrainingstudents'

Cooperationability,whichisanimportantpremiseofqualityeducation.

1.TheTeachingPrinciplesofCooperativeLearning

Contemporaryteachingtheoryagreedthatteaching"

isateacher'

steachingandstudents'

learningconsistingofEnglisheducationactivities"

asakindoflanguagecommunicationtools,teaching'

sessenceiscommunicationanditisputforwardforteachersofEnglishteachingprinciple:

Thetopic-participatingprinciple”

1.1Topic-participatingprinciple

Thetraditionalteachingobjectivesarerigid,teachingformissingleandit'

staughtaccordingtotheprocessofteaching,thethinkingofstudentsalwaysreflectinteachers'

languagefromorbit,likesuchclassroomteachingcan'

tcreateactivelearningopportunityforstudents,letaloneofcultivatinginnovationskills.

Forexample:

Goforit!

Thetextbook,eachunitagainafter1oftenappearsuchpractice:

Newword:

black,blue,ep-red,time...

A:

getting?

B:

Itisapen.

isitgettingcolor?

Itisblack.

Thisrequirestwostudentstouseagroupofimitatingtheexampleofnewwordstocreateanewdialogue,haveoraltrainingandgraspthekeysentencepatterns.Intheteaching,theteacherismerelyaguider,student'

srealparticipants.Throughthisexerciseincreasestudents'

practiceopportunitiestospeakandthinkortheinnovationabilityofstudentsgettraining.Classroomteachingistheimplementationofqualityeducationisthemainchannelofstudentsinteacher'

sguidanceconsciouslyactivelearningprocess.Inteachingshouldstrengthenstudents'

consciousnessofparticipation,thestudyoftheinitiativetostudentsandmakesstudentsbecome

classroomlearning.LetstudentsactivelyCooperationability.Inteachingteachersletstudentstocooperativetogether，andmakesstudentsbecomeexplorerandthecreator.

1.2Theoriesofcooperativelearning

Cooperativelearningappearedatthebeginningof1970sinAmericaanddevelopedrapidlythereafter.After1980s,ithasbecomeoneofthemaintrendsinthefieldofteachingtheoryandstrategy.Asanewlearingstyle,itwaswidelyusedaslateasthe1990sinChina.AccordingtoJohnson,cooperationisworkingtogethertoaccomplishthecommongoals.Cooperativelearningistheinstructionaluseofsmallgroupssothatthestudentsworktogethertomaximizetheirownandeachother’slearning.

2CooperativeLearningAppliedinEnglishClassesofJuniorMiddleSchools　　

TousecooperativelearninginEnglishclassroomneedsmethodsandways.Accordingtothenumberofstudentsandeducationalsystem,eachformhasitsappropriateapplication.Ultimately,everyteachermustdecidetheformofthecooperative-learning.Listedherearesamplingoftheformsofcooperativelearningthathavereceivedthemostempiricalattention,beginningwiththeteacher-centeredmovingtostudent-centeredapproachesinEnglishclasses.　　

2.1ThreeTypesofCooperativeLearningGroups

Thefirsttypeofcooperativelearninggroupisformalcooperativelearning，ithascompletedthelearningtaskassignedsuccessfully.Differentlearningtasksindifferentsubjects’areawiththeircurriculumscanbeorganizedcooperatively.Andcourserequirementorassignmentmaybereformulatedforformalcooperativelearning.Whenworkingwithformalcooperativelearninggroups,youmust（a）specifytheobjectivesforthelesson,（b）makeanumberofpre-instructionaldecisions,（c）explainthetaskandthepositiveinterdependencetostudents,（d）monitorstudents'

learningandinterveneinthegroupstoprovidetaskassistanceortoincreasestudents'

interpersonalandgroupskills,and（e）evaluatestudents'

learningandhelpstudentsprocesshowwelltheirgroupsfunctioned.Formalcooperativelearninggroupsensurethatstudentsinvolveactivelyintheintellectualworkoforganizing,explaining,summarizingandintegratingmaterialintoexistingconceptualstructures.　　

Thesecondtypeofcooperativelearninggroupnamedinformalcooperativelearning.Onecanusethemduringdirectteaching（lectures,demonstrations,filmsandvideos）togainstudentattentiononparticularmaterial,setamoodconducivetolearning,helpsetexpectationsaboutwhatthelessonwillcover,ensurethatstudentscognitivelyprocessthematerialyouareteaching,andprovideclosuretoaninstructionalsession.Informalcooperativelearninggroupsareoftenorganizedsothatstudentsengageinthreetofive-minutefocuseddiscussionbeforeandafteralectureandtwotothreeminuteturn-to-your-partnerdiscussionsthroughoutalecture.Likeformalcooperativelearninggroups,informalcooperativelearninggroupshelpyouensurethatstudentsdotheintellectualworkoforganizing,explaining,summarizing,andintegratingmaterialintoexistingconceptualstructuresduringdirectteaching.　　

Thethirdtypeiscooperativebasegroups.Cooperativebasegroupsarelongtermgoals（lastingforatleastayear）,heterogeneouscooperativelearninggroupswithstablemembershipwhoseprimarypurposeistoallowmemberstogiveeachotherthesupport,help,encouragement,andassistance.Basegroupsprovidestudentswithlong-term,committedrelationship