论小组合作学英语专业论文习在初中英语阅读课堂中的作用.docx

论小组合作学英语专业论文习在初中英语阅读课堂中的作用.docx

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论小组合作学英语专业论文习在初中英语阅读课堂中的作用

Contents

Outline2

Ⅰ.ThegroupcooperativelearninginthenecessityofclassroominjuniorhighschoolEnglishreading3

1.1Theinevitablerequirementofnewcurriculum3

1.2.Theneedsofthestudents4

1.3.ThedisadvantagesoftraditionalEnglishReadingTeaching4

Ⅱ.ThegroupcooperativelearningintheclassroominthestrategiesofjuniormiddleschoolEnglishreading5

2.1.CooperationGroup5

2.1.1Studentachievement5

2.1.2Theabilityofstudents5

2.1.3Students'gender5

2.2.Roleallocation6

2.3.Thecoordinationoftherelationshipbetweenteachersandstudents6

Ⅲ.ThegroupcooperativelearninginjuniorhighschoolEnglishReadingTeaching6

3.1.Beforereading6

3.1.1Clearthereadingdisorder6

3.1.2Tofindoutthenaturalperiodofthetopicsentence7

3.2.Inreading7

3.2.1Accordingtothedifficultiestoputforwardmyownviews7

3.2.2Putforwardthequestion,forclassdiscussion8

3.3.Afterreading9

3.3.1Thestudentstoretellthetext9

3.3.2ThestudentstoreadfulltextSmoothly10

Ⅳ.Conclusion10

References11

Outline

Abstract

Ⅰ.ThegroupcooperativelearninginthenecessityofclassroominjuniorhighschoolEnglishreading

1.1.Theinevitablerequirementofnewcurriculum

1.2.Theneedsofthestudents

1.3.ThedisadvantagesoftraditionalEnglishReadingTeaching

Ⅱ.ThegroupcooperativelearningintheclassroominthestrategiesofjuniormiddleschoolEnglishreading

2.1.CooperationGroup

2.2.Roleallocation

2.3.Thecoordinationoftherelationshipbetweenteachersandstudents

Ⅲ.ThegroupcooperativelearninginjuniorhighschoolEnglishReadingTeaching

3.1.Beforereading

3.2.Inreading

3.3.Afterreading

Ⅳ.Conclusion

References

DiscussionontheapplicationofgroupcooperativelearninginclassroominjuniorhighschoolEnglishreading

Abstract:

Cooperativelearningisanimportantapproachtothepracticeofthenewcurriculumstandards.Thispaperanalyzesthestrategyofgroupcooperativelearningandanalyzesanddiscussestheapplicationoflearninginthereadingclassofteamcooperation.

Keywords:

Thegroupcooperation；Readingclassroom；Application

Introduction:

"Englishcurriculumstandards"pointedoutthatcooperativelearningisanimportantteachingmethodinEnglishclassroomteaching.Andthequalityofeducationalsowinsupportamongthepeople,thenewcurriculumstandardrequiresteachers'teachingeffect,musttakethestudentasthis.［1］Incooperativelearninggroupstofurtherenhancetheexchangesbetweenteachersandstudentsandfeelings,alsochangedthetraditionalteachingmode,toenablestudentstoreflecttheirownvalueinthecooperativelearninggroups,toshowtheirtalentsinthedisplayofresults,butalsotoenablestudentstofurtheradapttosocial.Theuseofgroupcooperativelearningcanmaketeachers'teachingefficiencycanbeimproved.［2］Becauseofitsimprovedthesocialpsychologicalatmosphereintheclassroom,alargeareatoimprovetheacademicperformanceofstudents,promotestudentstoformgoodnoncognitivequalityandotheraspectstheeffectivenesssignificantly,soonattractedtheworld'sattention,andhasbecomeoneoftheleadingteachingtheoriesandstrategies,ispraisedas"themostimportantandsuccessfulteachingreforminrecentyears."

Ⅰ.ThegroupcooperativelearninginthenecessityofclassroominjuniorhighschoolEnglishreading

1.1Theinevitablerequirementofnewcurriculum

Cooperativelearningisoneofthemainteachingmethodsadvocatedinthenewcurriculumreform."Englishcurriculummarked"putforwardtothefeelings,attitudes,valuescombinetheteachingmodecanimprovethestudents'cooperationability,alsocanmakethestudentsinthelearningprocesstohelpeachothertoachievethedesiredresults.Wheneverthestudentinthestudyorthegrowthprocesscandotheirbrainstosolveproblems［3］.

Aseveryoneknows,long-termsince,intheEnglishclassroomteachingpractice,generallyexistsinthenumberofclass,timeistight,thetaskofteachingthenewtextbookweightproblems,someformoforganizationandteachingbookprovidesareoftenunabletoleteachstudenttoparticipateintheactivities,sothatteachingcan'tbetrueforallstudents.Theclassroomteachingwith"teacherspeak,studentslisten"and"theteacheraskedthestudentstoanswer,mainly"thissingleandunilateralstereotypedteachingmethods,lackofcommunication,cooperationbetweenteachersandstudents.［4］Teachinginlong-termexistence"theknowledgeteaching,abilitylight"tendency,onlypayattentiontothelearningresults,ignoringthelearningprocess.Thisteachingsystemtostrengthenthestudentsaccept,memory,imitationlearning,positiveroletoignorecooperativeinteractionbetweenstudentsintheprocessofthedevelopmentofteachingandlearning.Themajorityofstudentscreativityhascurbed,studentslanguagepracticeinbondage,causesthestudenttoloseconfidenceinlearningenglish.Infact,animportantgoaloflanguageteachingistoenablestudentstomasterthelanguagecommunicativecompetence.Inthiscase,theEnglishclassroomteachingshouldintroduceacanfaceallthestudents,helpsstudentstocarryoutacomprehensivelanguagepracticeteachingmode-"groupcooperativelearning".［5］

1.2.Theneedsofthestudents

Accordingtotheobservationofpractice,whentheEnglishclass,ifnotinthegroupcooperationsituation,evenifmanystudentswillalsonotwillingtoraisetheirhands,becausetheyareafraidofmakingmistakes,betweenclassmateswilllaughat;somestudentsbecausenot,northestudentstaught,onlywaitingfortheansweroutfollowcopytheanswers,sothatlearningresultsgettingworse;morestudentsdozedoffinadazeor,becausetheysimplyaren'tinterestedinEnglish;onlygoodgradesstudentsraisedtheirhands.［6］Butaftercooperativelearninggroupdiscussion,Ifoundmanydarenotraiseyourhandbeforestudentsstarttoslowlybecomedaretoanswerthequestion,butnotstudentsalsobegantofollowthestudentsbegantoexpresstheirviews,atleasttostarttalking,notinterestedinEnglishofthestudentsalsobeganintheinfected,andgraduallybegantoparticipateintheteamlearning.

1.3.ThedisadvantagesoftraditionalEnglishReadingTeaching

IntraditionalEnglishteaching,theteacherplaysthemajorrole,thestudentsarepassivelearning,whiletheteachertoputalltheknowledgetoexplainfromAtoZ,studentsareforcedtobelearning.Inthecourseoftime,notonlyaggravatedtheburdenoftheteachers,thestudentsinnovativethinkingisclosed.Mostofthestudentsintheuniversityaftergraduationcannotquicklyadapttosocietyandbeeliminated.Notonlythat,thetraditionalteachingmodenotonlyspendsalongtime,andtheefficiencyislow.Causebetweenstudentsandstudentsdonottrusteachother,lackofasenseofcooperationandteamspiritofcooperationinthefuturestudyandwork.

Ⅱ.ThegroupcooperativelearningintheclassroominthestrategiesofjuniormiddleschoolEnglishreading

2.1.CooperationGroup

2.1.1Studentachievement

Vygotsky"zoneofproximaldevelopment"theoryisthat:

childrenbetweeneachotherthroughthezoneofproximaldevelopmentcooperation,willshowhigherthansenioractivities.Thestudentsindifferentdegreewillcomplementeachotherincooperation.PutforwardXiamenEducationInstitutescholarGuoYanbinginhisbook,"theteacheraccordingtothenatureandthenumberofthestudentscooperatetocompletethetask,respectivelyusing'withyourpartnertype'（thatis,tabletwopersonsinacooperativegroup,forpairwork'）;fourcooperative'（thatis,beforeandafterthetworowsofstudentsasacooperativeteam,suitableforgroupdiscussion'）;multipersoncooperative'.［7］

2.1.2Theabilityofstudents

Thecombinationofdifferentabilitiesstudentstogether.Thiscannotonlyimprovetheefficiencyoflearning,canalsomaketeammemberswithintheoveralldevelopment.Groupassignmentcanbefixedmember,alsocanbedividedintoaccordingtotheneedofEnglishteachinggroup,oropengroup--studentsfreecombinationgroup.Teacherscanalsoaccordingtothenumberofgroupmembersandthetaskdifficulty,inthegrouptaking'apersonresponsiblefortwo'or'twopersonisresponsiblefora'method".［8］Therefore,dividedthestudygroup,Iaccordingtothedifferentteachingcontent,adoptdifferentwaysofcooperation.Ialsoconsiderstudents'academicfoundation,learninghabits,learninggoaldifference,makethefoundationofeachgroupmembertostriveforagoodbalance,toavoidlearningonthepolarizationandunevenphenomenon.Eachgroupchooseacentralcharacter,namelytheleader.Fortheleadercandidatesgenerallybythebetterperformance,usuallyanactivestudenttospeak,andhavecertainabilityoforganizationandappeal.

2.1.3Students'gender

It’stimemustconsiderstudent'sgender,asthesayinggoes,menandwomentogether,worknottired.Itisbesttostartwiththeseatingarrangementsismenandwomentogether,noteasytospeak.Thenaftertwotableasagroup.Intheprocessofmenandwomentogethercooperationcananalyzetheproblemofunderstanding,richteamproblems,solvetheproblemofperspective,toenrichthestudents'thinking.Inaddition,thechoiceoftherecorderahandwritingiscorrectandresponsible,goodrecordsofeachmemberofeachactivityintheworkscheduleandtheobtainedinformation.Intheprocessofpractice,theauthornoticedtoensurethateachteammembercanplayarole,andassumeeachoftheresponsibilities.Alsodonotregularlyswaproles,ensuretheactiveparticipationofeachstudent.Thisarrangementtheeffectofreallygood,thestudentsthinkthate