JUNIOR NEW CURRICULUM COOPERATIVE LEARNING RESEARCH

1、初中新課標(biāo)合作學(xué)習(xí)研究第- 1 -頁（共-12-頁）畢畢 業(yè)業(yè) 論論 文文初中新課標(biāo)合作學(xué)習(xí)研究初中新課標(biāo)合作學(xué)習(xí)研究junior new curriculum cooperative learning research初中新課標(biāo)合作學(xué)習(xí)研究第- 2 -頁（共-12-頁）junior new curriculum cooperative learning researchabstract in teaching practice, the use of english group learning is to train the students learning ability and cr

2、eative thinking ability, and improve the quality of english teaching effectively. the group learning can develop the students ability of team work. through group activities, we can improve students thinking and make full use of the group learning characteristics to promote student innovation ability

3、. to improve the evaluation methods of students, we can ensure that the group learning goes well.key words: groups; exchange; innovation; evaluation初中新課標(biāo)合作學(xué)習(xí)研究第- 3 -頁（共-12-頁）catalogue 1 introduction .- 4 -2the group learning characteristics.- 4 -2.1 the group learning can improve the teaching inform

4、ation transmission channels.- 5 -2.2the group learning, will encourage students to have a different way of thinking with its flexible teaching mode.and let the students have interesting to learn.- 5 -2.3the group lesrning has changed the traditional teaching evaluation system.- 6 -3 construction of

5、the group learning.- 6 -3.1 a reasonable and cooperative learning, when grouping a prerequisite for success.- 6 -3.2 effective activities, cooperative learning is a necessary condition for success.- 6 -3.2.1 teachers and students jointly defined learning goals.- 7 -3.2.2 the group learning.- 7 -3.2.

6、3 class exchange.- 8 -3.2.4 review of the consolidation phase.- 8 -4 establish a scientific evaluation mechanism to ensure the success of cooperative learning.- 9 -references.- 12 -初中新課標(biāo)合作學(xué)習(xí)研究第- 4 -頁（共-12-頁） 1 introductionto respond the ministry of education, full-time compulsory general secondary s

7、chool english curriculum standards (experimental version), which is called cooperation is one of the main tasks in the development of basic education. the form of group learning is different from that of traditional education. the group learning refer to as group learning, team learning or share lea

8、rning. division of labor by the students , then they will achieve the learning goal. the group learning has changed the ways of learning. more and more educators started to pay attention to the group learning. this can grant the student autonomy, opportunities for cooperation to cultivate students o

9、f teamwork and sense of competition, the development of contacts and aesthetic capabilities, and strengthen cooperation motivation and personal responsibility. in teaching practice, the use of group learning will have a better teaching effectiveness. the level of junior school students thinking and

10、language skills are inconsistent. they often can think of, but can not necessarily give a comprehensive expression. in the group, students have more opportunities to improve their ability to express. so it can develop an ability of listening to others, willing to present their ideas. thus it can imp

11、rove the interpersonal skills. in short, the group is to foster cooperative learning and thinking ability to innovate. improving the quality and effective english teaching methods become true.2 the group learning characteristics.the group learning is that the teacher packet the students in several g

12、roups, according to studentss learning ability, personality, relationship with classmates and so on, and then we could complete the teaching activities and the achievement of teaching goals 1 the traditional class teaching system, although there are many 初中新課標(biāo)合作學(xué)習(xí)研究第- 5 -頁（共-12-頁）advantages, but it

13、can not completely meet all the classes and personality differences. if all of them rely on individual teachers, the teacher will be very tired, because of the heavy work, also the energy of teacher is limited .so it is unrealistic. but group teaching give more attention to the activities of student

14、s, and it focus on students learning. teachers become a director, and students became the actor. through group activities, excellent students and poor students are closely related to common-ups and downs. it trains students ability to innovate, to enable students to become i want to learn, i will to

15、 learn. the group learning is for all students, allowing all students involved, and students will be enthusiastic. with the enthusiasm of the students not only played a role in the consolidation of knowledge, but also played an enhanced comprehensive, inductive ability to bring what they have learne

16、d only principled, systematic, and truly in context.2.1the group learning can improve the teaching information transmission channels in teaching, the object has changed one by one into a group, teachers and students in the way of the exchanging information, from a single injection change into a mult

17、i-directional communication. the students rushed to state, you can see a tacit understanding smile between teachers and students and democratic and harmonious atmosphere, thinking been exchanged in a harmonius way. so the students will have a considerable progress.2.2the group learning can encourage

18、 the students to have a different way of thinking with its flexible teaching mode. and let the students have interesting to learn. such as going on some wrongs lesson, group self-study course, let students take part in actively and only in a different and multi-level active participation , can let t

19、he students learn well. it is like that a spark can ignite the whole grassland. then we can achieve our objective of teaching.初中新課標(biāo)合作學(xué)習(xí)研究第- 6 -頁（共-12-頁）2.3 the group learning has changed the traditional teaching evaluation system.traditional learning evaluate a students ability through score. but th

20、e group learning combine the evaluation of individual and collective assessment, of the exam evaluation and learning evaluation and learning process, especially in the evaluation of knowledge .academic book is not just a fraction, but let the students not just remember the knowledge, but know it how

21、 work out in a concentrated expression. 3 construction of the group learning and teaching model.3.1 first of all we should have a reasonable and cooperative learning group. we packet the whole class of students in accordance with the principle which is members of the different in a group, according

22、to the sex ratio, hobbies tendencies, learning standards, communication skills, disciplined rational allocation of the situation and so on, and divide into study groups. each group consists of 6-8 people, according to a rectangular sitting, in order to inspire and guide. so students can have face to

23、 face group discussions.3.2 effective activities, the group learning is a necessary condition for success. if you do not abandon the traditional spoon-feeding teaching students to memorize, its easy for students to feel annoyed and tired. in teaching, i combine the characteristics of group learning,

24、 appropriate transformation of the teaching model, so that the students often get excitement in class. as a result, the students have a strong 初中新課標(biāo)合作學(xué)習(xí)研究第- 7 -頁（共-12-頁）thirst for knowledge, innovation ability to promote development. here is in the seventh grade english book unit4where is my pencil

25、case? ( second), from this unit i will talk about the teaching process. 3.2.1 teachers and students jointly define learning goals. teachers based on the outline of the request and the unit request, the key lesson, difficult, and the students based on after-school define the learning goals in each le

26、sson. joining in the process of identifying training goals, and the students can understand the lessons learning objectives, and thus to grasp the training objectives for example, unit4 where is my pencil case? (second), according to the exercises, and the teacherss guide. we get the following goals

27、: grasp the direction of the common questions goods sentence. further study, and consolidate the position that the common preposition. familiar with and memorize essays.in learning objectives, students originally maked as learning that the common position of preposition. this is inconsistent with th

28、is lesson of the requirements, then the teachers need to give a guidance note, and modify learning goals. as this is the second class. in the first class, we have been studied the usage of several prepositions. in this section, students are asked to consolidate on a preposition and at the same time

29、learning to be expanded on this basis. this will enable students to further defined the learning objectives of this lesson can also help students master the knowledge points as soon as possible.3.2.2 the group learning.before the practice to discuss , teacher should show the presentation, and during

30、 process of discussing to make the necessary guidance, regulation and control. for example, in unit4 where is my pencil case? (second), the teacher brought a ruler, pencil-case, eraser, books and so on. teachers will put the pencil-case on the english textbook and ask questions: where is my pencil-c

31、ase? student reply: it is on the 初中新課標(biāo)合作學(xué)習(xí)研究第- 8 -頁（共-12-頁）english book. then change the sentence, such as where is my eraser? is it on the english book, too? then the students answered no, it is on the desk. . then the students of each group ask questions each other in accordance with the teachers

32、presentation, and then to communicate with in groups. teachers should give answers and the guidance when students encounter problems.3.2.3 class exchange according to available information, teachers are as the groups guidance, correct mistakes, or let students read from textbooks to find the answer

33、and solve the problem. for example: students in communication unit4 where is my pencil case? in the content of student practice , the students should perform what has been done .let the students dare to speak in class. when there is an error, we call other groups to help them to correct .if the othe

34、r groups can not check out or also be wrong. then the teacher should explain. finally, according to team performance, teachers should mark for each groups to form a team competition between groups in class. it is like a game among the different groups.in short, the exchange is to allow students chec

35、king each other, competing each other whith the companions, where students can get a rapid correction of high-quality help. and teachers, according to information available and the effect of group learning make encouraging evaluation and so on.3.2.4 consolidation phasestudents should carry out tests

36、 to determine whether the objectives to be achieved. this stage, students should control to the beginning of the learning goals. the same time, through practicing, we should test whether our goals are accomplishment . for example: unite 4 where is my pencil case?(second), the teacher prepared with a

37、 few questions such as:1 .-where is my pencil case ?- its _the desk.初中新課標(biāo)合作學(xué)習(xí)研究第- 9 -頁（共-12-頁）2 .-_ is my book ?- it is in the bag. the team leader critique the test and help to correct it . the members of group discuss the reasons which are wrong, so that students can help each other. if the proble

38、ms are still unresolved, students should ask teachers for help. resolved and that we would accomplish the purpose of training. 4 establish a scientific evaluation method to ensure the functioning of the group learning.after the establishment of working group, we should also establish a corresponding

39、 evaluation method to see which group having improved and which group of the most teamwork, to varying degrees. for different students, we use a different measure which is based on their group comprehensive ability and comprehensive performance assessment. in the game time each student can only have

40、 a chance, if all-round times and then we can have a second chance. so that everyone involved in the game .in order to win the game, those good students, must operate in the preparations and they will teach other students of their own team how to do well. for those students that progress, i have pre

41、sented to them the most potential award, they also have the opportunity that the team was awarded the best cooperation group as a former classmate who heads bowed, suddenly became a high-demand product. each group also played a different role, i let the students relatively who is good at english act

42、 as technical guidance, so that a strong sense of responsibility of the students act as clerk to record the performance of each member.i bring up my students to think of new rules and encourage them to join in concerted efforts to develop a relatively fair evaluation method. after listening to the n

43、ew program was announced, i saw the eyes of surprise, and many students want to try it, fighting to study and that deeply infected with me, and my heart burst of excited, the students accepted this the new rules. from 初中新課標(biāo)合作學(xué)習(xí)研究第- 10 -頁（共-12-頁）then on, each section of the english classes are filled

44、 with the catch-me-to learn ,and energy is in the competition. normally i always give chances for poor students to speak .it could ensure that they are not left behind and communicate with their parents to encourage them to help them. now the group learning has been ran the 7 grade classes of studen

45、ts of my class, enthusiasm of learning english is still very high. there is little polarization in my class and that really satisfy me, through the group learning, many excellent students played the role of teachers, both for their own abilities and that of others. competition in a harmonious atmosp

46、here is a guarantee of success. the success of the original team is only those which has excellent students in the group. in the long run it only make the good better, bad even worse. now, especially those with learning difficulties, they are no longer impaired the team work in the visually, but received a flower-like care.the group learning is not all of us are successful, but ask every people has a progressing as the ultimate goal of teaching evaluation. scoring points is no longer for the individual, a total score of the panel as a basis