earning in english class of junior middle school合作学习在初中英语教学中的应用学位论文.docx

1、earning in english class of junior middle school 合作学习在初中英语教学中的应用学位论文本科英语毕业论文合作学习在初中英语教学中的应用姓 名： 系 别： 专 业： 学 号： 指导教师： The Application of Cooperative Learning in English Class of Junior Middle School 摘 要合作学习是指以合作小组为基本形式，系统地利用教学中的动态因素之间的合作互动来促进学生的学习，以团队的成绩为评价标准来共同达到教学目标的一种教学活动。合作学习作为一种新的教学策略，着重对学生的小组学习

2、进行积极、有效的指导，它的精髓就在于变灌输为指导，使学生之间彼此信赖，学会自己对学习负责，从而实现各种教学目标。合作学习作为对传统授课制度的一种突破与补充，目前被广泛用于中学英语教学课堂。本文在第一部分说明了在英语教学中组织合作学习的必要性和重大意义，并分析了合作学习研究的现状。第二部分阐述了合作学习的定义和理论基础，并列举了合作学习的优势。第三部分介绍了在合作学习中教师角色的转变，及教师如何处理合作学习中学生的关系。第四部分介绍了合作学习在中学英语课堂上的实施。最后，总结并指出合作学习的不足之处。关键词：合作学习；中学英语教学；教师角色AbstractCooperative learning

3、 is one of teaching activities, which bases on team working and cooperative interaction between students to accomplish the shared learning goal and evaluate students performance according to achievement of the whole group. Cooperative learning is regarded as a system of teaching strategy, which emph

4、asizes on guiding group learning positively and efficiently. The essence of cooperative learning is the change of teachers role from giver into director. In cooperative learning, the students rely on each other and learn to be responsible for their own study, thereby, make the students realize the l

5、earning goal.Cooperative learning as a breakthrough and complement to traditional classroom instruction is widely applied in the English class of junior middle school. This thesis gives the introduction about the present research and the significance of the research. It analyses the present research

6、 situation of cooperative learning in the first part. Then it concerns about the cooperative learning, including definition of cooperative learning, benefits from cooperative learning and theoretical basis of cooperative learning. The third part introduces the change of teachers role from traditiona

7、l teaching to cooperative learning and the teachers strategies to deal with the relationships between students in cooperative learning. The fourth part shows how to implement cooperative learning in English class of junior middle school. Finally, make a conclusion and put forward the defect in coope

8、rative learning.Key words: cooperative learning; middle school English teaching; teachers roleContents摘 要 IAbstract IIContents III1 Introduction 11.1 Need for the Present Research 11.2 Significance of the Research 21.3 Present Research Situation of Cooperative Learning 21.3.1 International research

9、situation 21.3.2 The domestic research situation 32 Cooperative Learning 32.1 Definition of Cooperative Learning 32.2 Benefits from Cooperative Learning 42.3 Theoretical Basis of Cooperative Learning 52.3.1 Goal Structure Theory 52.3.2 Developmental theory 63 Roles and the Relationships in Cooperati

10、ve Learning 73.1 Roles of Teachers in Cooperative Learning 73.2 Teachers Strategies to Deal with the Relationships 83.2.1 Teacher and students 83.2.2 Teaching and learning 83.2.3 Form and aim 93.2.4 Fluency and accuracy 94 Implement of Cooperative Learning 104.1 How to arrange the groups 104.2 How t

11、o design cooperative learning 104.3 How to carry out cooperative learning 114.4 How to evaluate after cooperative learning 115 Conclusion 11References 121 IntroductionCooperative learning, as a theoretic and strategic system, has been applied by many countries in the world. Many researches believe t

12、hat cooperative learning is one of the most influential fields in contemporary education theory. Cooperative learning is adopted as an important method to teach by curriculum reform of our country. The application of cooperative learning can change the traditional ways of English teaching, so it is

13、significant for the thesis to concern on cooperative learning in English class of junior middle school.1.1 Need for the Present ResearchThe world is developing rapidly and full of challenges, competitions and opportunities. Teamwork is a key point that decides if you are successful or losing in the

14、competition. If one whose ability is limited is not good at communication and cooperation with others, it is difficult for him to adapt to the processing world. English, as an international language, has been an important tool with the rapid globalization development. It is prerequisite for students

15、, especially junior middle school students to learn English well and to communicate with others in English.It is well known that secondary education is not only the basic stage of education but also the foundational stage of life-long education, and the English teaching in it is very important. Juni

16、or middle school can adopt English teaching method that accommodates to the environment full of competition and cooperation and teachers should cultivate students teamwork spirits in class. Therefore, cooperative learning is a very effective method for English learning. In addition, some policies wh

17、ich formulate by China also advocate that students should learn to cooperate with othersCooperative learning strategies have drawn much attention in the past decade. Cooperative learning in English teaching should accords with the requirements of the current curriculum reform in China.1.2 Significan

18、ce of the ResearchIn 2001, Chinas New National English Curriculum Standard was set out. According to the new standard, teachers should teach students how to speak and listen to English and how to read and write in English. Teachers should also help students cultivate their interest, make them acquir

19、e the confidence in learning English, and train their active attitude to learn English. (The ministry of education of the Peoples Republic of China, 2001,81) So students should learn how to communicate and cooperate with others. Through the cooperative learning, students will be interested in Englis

20、h study. Furthermore, students will join in English class by themselves instead of by force. They will like to take part in activities in English class. They will make progress in English learning.1.3 Present Research Situation of Cooperative Learning1.3.1 International research situationIn the west

21、, the research and the practice of cooperative learning have a quite long history. It was pointed out that students can benefit from teaching each other in ancient Rome. Students can not only obtain the knowledge from the teachers teaching but also from other students. In the 19th and 20th century,

22、cooperative learning appeared and gradually became one of the most widespread fields of educational theory, research and practice all over the world. In the United States, the concept of cooperative learning is praised highly and applied broadly by Park, F. and Dewey, J. Finally, in the early 1970s,

23、 the cooperative learning research became gradually a vigorous mass campaign in America.The birthplace of cooperative learning is the United States. Both in the theory of cooperative learning and practical experience, many countries have enlightenment and reference from the cooperative learning rese

24、arch and experiment of the United States. However, the concept of cooperative learning has different views. It is not hard to see that cooperative learning still exist some defects with the development of cooperative learning. Therefore, the theory of cooperative learning systematization is the tren

25、d of its development.1.3.2 The domestic research situationThe concept of cooperative learning has a long history in China. The classical educational masterpiece, To Learn wrote by Mencius, recorded: “A person who learns alone without friends will become ignorant”, which advocates learners should imp

26、rove each other by active discussion in the process of learning. Since the early l990s，researchers and teachers in China have begun to pay attention to the study of cooperative learning. Recently the discussion of subjective educational experiment in-group work and a series of educational scientific

27、 researches and teaching practices have promoted the development of cooperative learning in China. Through these studies, the members of the education system gradually recognize the value of cooperative learning. Many students have benefited from it, and the teachers have developed some effective im

28、plementation strategies.2 Cooperative Learning2.1 Definition of Cooperative LearningCooperative learning takes many definitions. Many scholars proposed their own definitions. According to Johnson, D. W. and Johnson, R. T. (2001), cooperative learning is a procedure of small group interactive instruc

29、tion, in which students work with their peers to accomplish a shared or common goal. The goal is reached through interdependence among all group members rather than working alone. Each member is responsible for the outcome of the shared goal. Wang Tan (2001) thinks, “Cooperative learning is a kind o

30、f activity guided by aim” (Wang, 116). The aims of cooperative learning can be divided into academic aim and cooperative skill aim. Traditional teaching only stresses the teaching and mastery of knowledge, neglecting training other skills. Cooperative learning trains students communication skills in

31、 process of teaching knowledge. In a wide sense, it not only emphasizes the students cognitive development, but also tries to make the students get happiness from learningIt mixes cognition, feelings, determination and action into a whole part. In a narrow sense，each cooperative learning activity ha

32、s its concrete aim. That is to say, each activity should finish a certain task or solve a problem assigned by the teacher.From the above definitions, cooperative learning is an approach in which learners, having individual responsibility, from groups to create positive interdependence among group members and study together to reach a common goal. There are two key points here, individual responsibility and positive interdependence, that can determine whether or not cooperative learning could be successful. In groups, students