论文正文.docx

1、论文正文Suihua University Graduation Paper Thinking of Cooperative Study in the English Teaching of Primary SchoolStudent name liyongdan Student number 2009 Major English Supervising teacher Suihua University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

2、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AbstractThe current study and cooperation as a learning mode, is becoming more widely been applied to the student of the teaching practice

3、, the traditional teaching organization to become a major breakthrough and supplementary.This paper is intended to explore the cooperative learning method applied in English classes of Junior Middle Schools. It first explains the definition and background of cooperative learning. It then introduces

4、theoretical foundations and the methods that applied in English classes of Junior Middle Schools. After that, the assessment and problems are discussed and finally, it discusses the possible solutions to solve the problems. Thinking of Cooperative Study in the English class, the teacher should chang

5、e the traditional teaching style, and encourage them to motivate students more speaking and more thinking. so as to produce active and innovative classroom atmosphere and the qualifications for cultivating the students Cooperation abilities.Key words：cooperative learning, junior middle school, Engli

6、sh classes ,Teaching methodsContentsAbstract.摘要 .Introduction.1The Teaching Principles of Cooperative Learning .11.1Topic-participating principle.11.2 Theories of cooperative learning.22 Cooperative Learning Applied in English Classes of Junior Schools22.1 Three Types of Cooperative Learning Groups.

7、22.2 The Cooperative Learning Methods Applied in English Classes of Junior Middle Schools.42.21 STAD Method (Student Teams Achievement Division) .42.22 Jigsaw Method.42.23 Constructive Controversy Method.52.24 Four Corners.52.3Whatshould the teachers do in cooperative learning .52.31 Teacher Roles.6

8、2.32 Student Roles.72.4 Assessment .82.41 Grading of a Cooperative Exercise.82.42 Formative Assessment during a Course Using Cooperative Learning.93.The Problems and Suggestions on Cooperative Learning.93.1 The Advantages and Disadvantages on Cooperative Learning.93.2 The Suggestions on Cooperative

9、Learning.93.3 Mutual cooperation and Positive evaluation. .10Conclusion.12References .13Acknowledgements .14IntroductionThe 21st century is the era of knowledge economy,people pay more attention to cooperation consciousness and the ability of communication. The cooperative learning as a new kind of

10、teaching theory and pattern is based on the group cooperative learning ,systematically involved various factors in teaching. The cooperative learning plays an important role in arousing classroom study atmosphere,stimulating the students interests in English study ,improving students academic achiev

11、ement.In modern society, While social psychologists believed that group dynamics is very important in understanding the behavior of leaders and members of democratic groups. In recent years, our English teaching has changed the teaching ideas, reform the teaching method, explore Cooperative Study。In

12、 China, the research of cooperative learning was started in 1980s. Today, the researches in this area have made great progress. For example, Shandong Province has developed the research and experiment about cooperative teaching, thus the cooperative learning in China has been greatly promoted. It is

13、 said that our society should encourage the students to work in groups but not alone, stimulate the conversation between the students,and help the students and teachers learn at the same time. The external effect of the teachers and learning environment only works through the learners involving and

14、internalizing environment.Therefore, as a teacher we should focus on training students Cooperation ability, which is an important premise of quality education.1. The Teaching Principles of Cooperative Learning Contemporary teaching theory agreed that teaching is a teachers teaching and students lear

15、ning consisting of English education activities, as a kind of language communication tools, teachings essence is communication and it is put forward for teachers of English teaching principle: The topic-participating principle”1.1 Topic-participating principleThe traditional teaching objectives are

16、rigid, teaching form is single and its taught according to the process of teaching, the thinking of students always reflect in teachers language from orbit, like such classroom teaching cant create active learning opportunity for students, let alone of cultivating innovation skills.For example: Go f

17、or it! The textbook, each unit again after 1 often appear such practice:New word: black, blue, ep-red, time.A: getting?B: It is a pen.A: is it getting color? B: It is black.This requires two students to use a group of imitating the example of new words to create a new dialogue, have oral training an

18、d grasp the key sentence patterns. In the teaching, the teacher is merely a guider, students real participants. Through this exercise increase students practice opportunities to speak and think or the innovation ability of students get training. Classroom teaching is the implementation of quality ed

19、ucation is the main channel of students in teachers guidance consciously active learning process. In teaching should strengthen students consciousness of participation, the study of the initiative to students and makes students becomeclassroom learning. Let students actively Cooperation ability. In

20、teaching teachers let students to cooperative together，and makes students become explorer and the creator.1.2 Theories of cooperative learningCooperative learning appeared at the beginning of 1970s in America and developed rapidly thereafter. After 1980s ,it has become one of the main trends in the

21、field of teaching theory and strategy. As a new learing style, it was widely used as late as the 1990s in China. According to Johnson ,cooperation is working together to accomplish the common goals. Cooperative learning is the instructional use of small groups so that the students work together to m

22、aximize their own and each others learning.2 Cooperative Learning Applied in English Classes of Junior Middle SchoolsTo use cooperative learning in English classroom needs methods and ways. According to the number of students and educational system, each form has its appropriate application. Ultimat

23、ely, every teacher must decide the form of the cooperative-learning. Listed here are sampling of the forms of cooperative learning that have received the most empirical attention, beginning with the teacher-centered moving to student-centered approaches in English classes.2.1 Three Types of Cooperat

24、ive Learning GroupsThe first type of cooperative learning group is formal cooperative learning，it has completed the learning task assigned successfully. Different learning tasks in different subjects area with their curriculums can be organized cooperatively. And course requirement or assignment may

25、 be reformulated for formal cooperative learning. When working with formal cooperative learning groups, you must (a) specify the objectives for the lesson, (b) make a number of pre-instructional decisions, (c) explain the task and the positive interdependence to students, (d) monitor students learni

26、ng and intervene in the groups to provide task assistance or to increase students interpersonal and group skills, and (e) evaluate students learning and help students process how well their groups functioned. Formal cooperative learning groups ensure that students involve actively in the intellectua

27、l work of organizing, explaining, summarizing and integrating material into existing conceptual structures.The second type of cooperative learning group named informal cooperative learning. One can use them during direct teaching (lectures, demonstrations, films and videos) to gain student attention

28、 on particular material, set a mood conducive to learning, help set expectations about what the lesson will cover, ensure that students cognitively process the material you are teaching, and provide closure to an instructional session. Informal cooperative learning groups are often organized so that

29、 students engage in three to five-minute focused discussion before and after a lecture and two to three minute turn-to-your-partner discussions throughout a lecture. Like formal cooperative learning groups, informal cooperative learning groups help you ensure that students do the intellectual work o

30、f organizing, explaining, summarizing, and integrating material into existing conceptual structures during direct teaching.The third type is cooperative base groups. Cooperative base groups are long term goals (lasting for at least a year), heterogeneous cooperative learning groups with stable membership whose primary purpose is to allow members to give each other the support, help, encouragement, and assistance. Base groups provide students with long-term, committed relationship