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论文正文
SuihuaUniversityGraduationPaper
ThinkingofCooperativeStudyintheEnglishTeachingofPrimarySchool
Studentnameliyongdan
Studentnumber2009
MajorEnglish
Supervisingteacher
SuihuaUniversity
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.
A:
isitgettingcolor?
B:
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