中学英语合作学习的问题与对策.docx

中学英语合作学习的问题与对策.docx

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中学英语合作学习的问题与对策

中学英语合作学习的问题与对策

　　合作?

W习是目前我国大力倡导使用的有效学习方式之一，大多数的英语课堂都在把合作学习应用于教学中。

但是由于在教学中以教师扮演主要角色为主的传统英语教学在中国英语课堂中仍是主流，合作学习在中国英语课堂中并未得到有效实施。

并且在那些已经实施合作学习的中学英语课堂中，还存在着诸多问题。

本文通过研究心理学中青少年的心理发展特征以及合作学习中普遍存在的责任扩散效应，仔细剖析了合作学习在初中英语教学中存在的问题及原因，并给出了相应的英语教学对策。

　　【Abstract】CLisoneoftheeffectivelearningmethodswhicharestronglyadvocatedinourcountry.However，traditionalEnglishteaching（i.e.，instructor-orientedteaching）remainsthemostwidely-acceptedapproachtoEnglishlanguageinstructionthroughoutChina.CooperativeEnglishlearninghasnotbeeneffectivelyimplementedinourcountry.TherearemanyproblemsexistinginthoseEnglishclassesofjuniorhighschools，inwhichtheCLhasalreadybeencarriedout.Throughanexaminationofthedevelopmentalcharacteristicsofadolescentsandthediffusionofresponsibilityinpsychology，thisthesisanalyzestheproblemsandpossiblecausesincooperativeEnglishteachinginjuniorhighschool，andtherebyprovidingsometeachingcountermeasures.

　　【Keywords】Englishteachinginjuniorhighschool；cooperativelearning；psychologicalperspective

　　1.Introduction

　　1.1Backgroundoftheresearch

　　TheteachingtheoryknownasCooperativeLearning（CL）andtheeducationalstrategiesitproposeswasfirstintroducedintheUnitedStatesduringthe1970s；AftertheintroductionofCLtoChina，anincreasingnumberofeducationalexpertsandteachersareexploringitspotentialfor“classteachingrevolution”throughitsproposedpositiveequilibriumsbetweenteachersandstudentsinclassroomsettings.However，duetothestronginfluenceoflong-standingacceptanceofthetraditionalinstructor-orientedapproachtoteachingasaneducationalideal，theintroductionofnewstandardsandidealshasbroughtnewchallengestoeducatorsacrossnumerousfields.

　　2.InfluentialPsychologicalFactorsinCooperativeEnglishLearning

　　2.1TheDevelopmentofSelf-consciousnessofAdolescentsinDevelopmentalPsychology

　　Theperiodofadolescenceisthesecondpeakofthedevelopmentofself-consciousness.Characteristicsofthesecondpeakofself-consciousnessincludelookinginward.Theymaymockothers’thinkingordreaming，buttheydonotfeelanyguiltyaboutit.ThisphenomenonsometimeswillbreakrelationshipsamongmembersincooperativegroupsandtheconsequencescanleadCLdownanegativepath.

　　2.2TheDiffusionofResponsibilityinSocialPsychology　　Thedefinitionofdiffusionofresponsibilityisthatpeopleimaginethatresponsibilityissharedwithothersthroughdiffusion，andthusresponsibilityofoneindividualcanbelighter.

　　TherearetwomainaspectsofthediffusionofresponsibilityintheCLclass.Thefirstaspectisthatstudents’subjectivityislimitedbydiffusionofresponsibility.InmanyCLgroups，wecanoftenseesuchphenomenasomestudentsdonothingordosomethingirrelevanttotheclassisstudying.Whileoneortwoexcellentstudentsdoalltheworkforthegroup.GroupmembersofoneCLgroupoftendotheirownwork，nottrulyworkingtogethercollaboratively.

　　3.ProblemsandPossibleCausesofCooperativeEnglishLearninginJuniorHighSchool

　　3.1Students’UnwillingnesstoParticipateinCooperativeLearning

　　ScholarscanseethereisaconfusingphenomenonduringtheimplementationofCLforEnglishlearninginjuniorhighschool，particularlywhenitcomestothefactthatnearlyallofthestudentsarefocusedondoingtheirownwork.Middleschoolstudentsareintheperiodofadolescencewhentheyaremorelikelytointeractwiththeirpeersinaself-centeredway.Studentsinthisagegroupprefertodothingsalone，whicharethereasonwhystudentsoftendotheirownwork，andarenotwillingtocooperatewithothers.

　　3.2FewStudentsTrulyParticipatinginCooperativeLearning

　　ThisproblemisquitecommoninthedailyactivitiesofcooperativeEnglishlearninginjuniorhighschool.Excellentstudentstendtocoverallofthestudyintheirgroups，whilestudentswhoarepoorperformershavenochanceandhavenowillingnesstoparticipateinCL.SincethescoresofgroupmembersinaCLgroupdependontheperformanceofthewholegroup，thosepoorstudentsintheirstudygroupsaremorelikelytoletthoseexcellentstudentsdomostoftheworktogainabetterscorefortheirgroupandalsoforthemselves.Butthisistotheirowndetriment.

　　3.3Students’ImproperUseofGroupDiscussion

　　Duringtheprocessofgroupdiscussion，studentsoftenfocusontalkingbutignoretheimportanceofindividualthinking.Groupdiscussionisagoodlearningmethodwhichcancombinetheideasofentiregroupmembers.Howeverwhenstudentsarebusydiscussingatopic，theyoftenignorethepartofthinking，whichisthespiritofgroupdiscussionsessions.CooperativeEnglishlearningcanneverreplacetheuniquethinkingofstudentsanditshouldbeusedonlyasanaidforthethoughtprocessingofstudents.　　4.CountermeasuresinCooperativeEnglishLearninginJuniorMiddleSchool

　　4.1CultivatingtheConsciousnessofCooperationAmongStudents

　　Teachersshouldslowlycultivatestudents’considerationofcooperation.Firstly，teachersshouldteachstudentstobuildcommonideals，sotheywilltreattheirclassmatesequallyandrespecteachother.Studentsshouldbetaughttolistentoothers’ideascarefully，andbetaughthowtobuildarelaxing，atmosphereforcooperativeEnglishlearning.TeachersshouldteachstudentssometechniquesthatmakeCLpossible，Theyshouldencourageeverystudenttohavetheirowndutyinsidetheirgroupandtomakesuretheycanbegoodattherolesthataretheirs.

　　4.2KnowingBasicDetailsAboutEachStudent

　　Firstly，Englishteachersshouldtrytheirbesttoknowmorethingsabouttheirstudents，suchastheircharacters，theirgeneralabilitiestolearnEnglish，andwhattheyaregoodatspecificallylistening，speaking，reading，orwriting.AtrueCLEnglishlearninggroupshouldincludefourstudentsgoodatreading，listening，writing，andspeakingrespectively，andhavetwostudentswithbelowaverageEnglishability.

　　4.3JoininginCooperativeEnglishLearning

　　Firstly，Englishteachersshouldknowthattheyplayanimportantrolewhilestudentsareparticipatingingroupdiscussions.Whenstudentsaredoingstudyingingroups，teachersshoulddelvedeeperinsideofeachgroupdiscussionandleadstudentstoacquireknowledgecorrectly.Inaddition，Englishteachersshouldrealizethattheyarenotacontroller，oranoutsider.

　　5.Conclusion

　　ThisthesisfocusesonproblemsthatexistinCLforEnglishlearninginjuniorhighschoolanditfocusonmanyofthepsychologicalfactorsthatcausetheseissues.ItthenofferscountermeasuresforsomeofCL’sbasicproblemsinordertobuildbettercooperativeEnglishlearningenvironments.

　　Duetothelackoftimeandacademicability，therearestillsomelimitationsinthisthesis.Firstofall，therearenotenoughevidencestoprovethevalidityofthosecountermeasureswhicharementionedinthisthesis.Soteachersmayfeelconfusedtowardsthosesuggestionsmentionedabove.Infuturestudies，morepracticalsuggestionsshouldbeoffered.

　　Despiteanylimitationsitmayhave，itisstronglyencouragedthattheadvantagesofCLbeconsideredinordertoprovidethemosteffectiveclassroomenvironmentspossibleforjuniorhighschoolEnglisheducation.ItishopefulthatthispapercouldhelpbothteachersandstudentstotakeadvantageoftheCLtoreachtheirtarget.　　References

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