英語論文合作學(xué)習(xí)資料

1、 Cooperative Learning and Its Application to Senior Middle School English TeachingThesis statement: Cooperative learning, adopted in senior middle school English teaching, must entail teachers organizational strategies, instruction as well as arrangement, and it should be applied in more ways.Outlin

2、e: .Introduction.The study of cooperative learningA. The definition of cooperative learning B. The organizational strategies of cooperative learning1. The key elements that teacher should pay attention to 2. The role that teacher plays3. The process of cooperative learning.The application of coopera

3、tive learning to senior middle school English teachingA. Usage of cooperative learning1. Usage in preview and after-class activities2. Usage in class3. Usage in task-based approach4. Usage in evaluation B. The activities of cooperative learning1. Role-play2. Discussion3. Cooperative writing4. Cooper

4、ative problem-solvingC. The assessment of the activities D. The significance of the activities.Conclusion Cooperative Learning and Its Application to Senior Middle School English Teaching AbstractWith the development of society, many socialists hold the view that cooperation will be more important b

5、y far than competition in the future society. Modern psychology research also makes us know that students cooperation will have more important effect on their understanding to the new knowledge. So, in the modern teaching, advocating cooperative learning will adapt to social needs and development mo

6、re and more. Nowadays, even though New Course Standard voices that the 21st century is a period when information globalization and international economic integration occur, “l(fā)earning to cooperate with others” has been one of the four pillars of global educational reform, the teachers teaching approa

7、ch, in recent teaching, fails to meet the different levels of students in English and many real linguistic activities cannot be carried out flexibly. Without question, many students in English learning are discouraged. Moreover, in English class, some teachers are inclined to instruct linguistic kno

8、wledge, neglecting the training of students linguistic behavior, which easily enable them to become passive receivers of knowledge. In this case, the introduction of “cooperative learning” which is good for carrying out a thorough linguistic activity makes up for this embarrassment and surely plays

9、an important part in English class. In addition, cooperative learning not only can impel students relationship harmonious and friendly, make them help each other, but also can improve individuals with different levels together. As far as Senior English For China (SEFC) text is concerned, in particul

10、ar, warming-up, speaking and pre-reading should be done cooperatively, and its unique design and life-related content is attractive to students and makes students eager to communicate, but it is beyond some teachers power to organize these parts effectively and bring students cooperative learning ab

11、ility into full play.Taking into account of these factors above, in this essay, the introduction of cooperative leaning and its application to senior middle school English teaching will be interpreted.Key words: cooperative learning; group; activity; discussion 合作學(xué)習(xí)及其在高中英語教學(xué)中的應(yīng)用摘要隨著社會(huì)的發(fā)展，很多社會(huì)學(xué)家認(rèn)為合作在

12、以后的社會(huì)中將比競爭更重要?，F(xiàn)代心理學(xué)研究表明學(xué)生相互合作對(duì)他們對(duì)新知識(shí)的理解有著非常重要的影響。所以，在現(xiàn)代教學(xué)中，合作學(xué)習(xí)將會(huì)越來越適應(yīng)社會(huì)的要求與發(fā)展。現(xiàn)在，盡管新課程標(biāo)準(zhǔn)提出21世紀(jì)是信息全球化和國際經(jīng)濟(jì)一體化的時(shí)代，“學(xué)會(huì)與他人合作”已經(jīng)成為全球教育改革的四大支柱之一，但是在目前教學(xué)中，教師的英語教學(xué)模式不能滿足英語水平參差不齊的學(xué)生們，并且很多真實(shí)的語言活動(dòng)不能得到靈活自如地開展。毫無疑問，學(xué)生學(xué)習(xí)英語的興趣會(huì)受到挫傷。而且在英語課堂中，老師喜愛傳授語言知識(shí)，而忽視了對(duì)學(xué)生語言行為的訓(xùn)練，這樣極易使學(xué)生成為語言知識(shí)的被動(dòng)接受者。在這種情況下，一種有利于學(xué)生全面開展語言實(shí)踐活動(dòng)的教學(xué)

13、方式“合作學(xué)習(xí)”的引進(jìn)無疑彌補(bǔ)這一不足，其在英語課堂教學(xué)中必然起著舉足輕重的作用。除此之外，合作學(xué)習(xí)不但能促進(jìn)學(xué)生關(guān)系的和諧友善發(fā)展，促使他們互相幫助，而且還能共同提高水平參差不齊的個(gè)體。就高中英語課本而言，特別是熱身、說和閱讀前等部分必須由學(xué)生合作才能很好有效地完成。其獨(dú)特的設(shè)計(jì)和密切聯(lián)系生活的內(nèi)容能夠激發(fā)學(xué)生的興趣以及交流的欲望，但是部分教師不知道如何有效地組織此部分的內(nèi)容和促使學(xué)生合作學(xué)習(xí)的能力得到全面發(fā)展。 因此，在本篇論文中，作者將介紹合作學(xué)習(xí)及其合作學(xué)習(xí)在高中英語教學(xué)中的應(yīng)用。關(guān)鍵字：合作學(xué)習(xí)；小組；活動(dòng)；討論 theintroduction“Without the coopera

14、tion of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible” Obviously, cooperation, an important element in the society, cannot be separated from the English class, either. But, in the traditional approach to Engl

15、ish teaching, most class time is spent on the teachers instruction and the students watching, listening and writing. Students work individually on assignments and cooperation is discouraged. Such teacher-centered instruction methods have repeatedly been found inferior to instruction that involves co

16、operative learning, in which students work in groups on problems (David and Roger Johnson 54). The value of cooperative learning has been recognized throughout human history. Organizing individuals to work in support of one anther and putting the interests of the group ahead of ones own are abilitie

17、s that have characterized some of the most successful people of our time. Group learning, with its roots in ancient tribal customs, has traditionally been a part of educational practice. Its effectiveness has been documented through hundreds of research studies (David and Rogue Johnson177; Kagan 186

18、; Slavin 46). Nowadays, cooperative learning is now widely recognized as one of the most promising practices in the field of education. Overwhelming evidences proved that cooperative learning is effective. According to David and Rogue Johnsons studies in 1989, cooperative learning was compared to mo

19、re traditional forms of instruction, using group productivity as an outcome measure. In over 50% of the cases, the cooperative learning was more effective than the more traditional forms of instruction, while in 10% of the cases, competitive or individualistic approaches to instruction produce highe

20、r productivity. Regarding attitudes toward cooperative learning approach produced greater interpersonal attraction in 60% of the comparisons and that competitive and individualistic approach produced higher levels of interpersonal; attraction in 3% off the cases (David and Rogue Johnson 254).Taking

21、into account of all above, cooperative learning in English teaching is of great importance. It is necessary to know what are the cooperative learning and its organizational strategies and how it works in senior middle school English teaching. The study of cooperative learningA. The definition of coo

22、perative learningCooperative learning emerged in 1970s in America first introduced and carried out by David Koonts (孫錢兔56). Cooperative learning is a structured, systematic instructional strategy in which small groups work together toward a common goal. Within cooperative activities individuals seek

23、 outcomes that are beneficial to themselves and beneficial to all the other group members. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each others learning. Class members are organized into small groups after receiving instru

24、ction from the teacher. They then work through the assignment until all group members successfully understand and complete it. Cooperative efforts result in participants striving for mutual benefit so that all group members gain from each others efforts (your success benefits me and my success benef

25、its you), recognizing that all group members share a common fate (we all sink or swim together here), knowing that ones colleagues (we can not do it without you), and feeling proud and jointly celebrating when a group member is recognized for achievement (we all congratulate you on your accomplishme

26、nt!). In cooperative learning situations there is a positive interdependence among students goal attainments; students perceive that they can reach their learning goals if and only if the other students in the learning group also reach their goals (Deutsch 62; David and Rogue Johnson 87). Cooperativ

27、e learning offers teacher ways to respond to students who represent a wide range of abilities. It provides a structure for providing content support for students of different English levels. It gives students opportunities to learn from one another rather than receiving information from the teacher

28、or text alone. Appropriate cooperative tasks stimulate students to high-level thinking and help English learners develop the language skills. They not only learn much more effectively, but also gain valuable thinking and communicative skills that will stand them in good state in their lives B. The o

29、rganizational strategies of cooperative learningFrom the general idea of cooperative learning above and its practicality has been introduced. But whether it can be carried out effectively all depends on the designers organizational strategies. Therefore, in this part, the key elements that the teach

30、er should pay attention to, the roles of the teacher and the process of cooperative learning will be specified1. The key elements that teacher should pay attention to In order for cooperative activities to be successful, teacher needs to pay attention to the following key elements:a. Group size For

31、many cooperative activities, group of two are favorable, with the number of group members increasing in proportion to the complexity of the activity. For the first time, teacher let students select their own groups. In order that the greatest potential for benefit occurs in heterogeneous grouping, a

32、djustment must be made, with the teacher assuring a balanced mix of different groups, female and male, extroverted and introverted, high-level and low-level in English. b. Group functions Students may work in groups on any of the assignments they would ordinarily do alone. They may meet to collabora

33、te on solving a problem, to discuss an issue without direct leading by the teacher, to brainstorm for new ideas or summarize what they have learned previously, to formulate concept out of information and facts they have been given. c. Group norms Teacher needs to proceed slowly and with patience to

34、introduce cooperative learning to students. It is not enough to rearrange the seating but also to develop a “culture” of group work, regarding noise level and atmosphere of trust, equal participation and willingness to help one another. d. Group skills Students need to be taught procedures and given

35、 practice opportunities for arranging the classroom space, moving quietly into groups, responding to teachers signals for attention. It is important for them to receive explicit instruction and regular practice in the interpersonal skills that include: teamwork, support, acceptance of differences, a

36、ctive and reflective listening positive feedback, reach consensus coaching and tutoring others.e. Group goals and roles Clear instructions, goals, and time lines for group activities are essential to successful cooperative learning. It is also important that each member have a specific function with

37、in the group: recorder, reporter, monitor, observer and so on. Roles should be changed frequently, so that group members have opportunity to practice new roles, and should be designed to fit the groups particular tasks ( Howard Community College's Teaching Resources).These elements are interacte

38、d with each other. No greater achievement will be acquired unless they are taken into account. To structure lessons so that students work cooperatively, teacher should have a good understanding of these elements that make cooperation work.2. The roles that the teacher playsIn planning cooperative le

39、arning, teacher plays several roles. First, organizer. Teacher makes pre-instructional decisions about grouping students and assigning appropriate tasks. Second, monitor. Teacher should be able to explain the clear task and the cooperative structure to students and then must monitor and intervene if

40、 necessary. Third, coach. Teacher functions as a coach or helper rather than an expert dispenser of knowledge in class. He is more like a friend, structuring the learning environment so that students are more interactive with one another and with him. Thus students are expected take more responsibil

41、ity for their own learning than they would in traditional class. Finally, teacher is also the one who is responsible for evaluating students learning and effectiveness of each groups work (高啟山).3. The process of cooperative learningApart from being familiar with the cooperative learning elements and

42、 the roles that the teacher takes, the fact that effective implementation of cooperative learning methods depends much on the teachers careful instructing students and giving them feedback on their process in language acquisition should be known. Here are three phases of cooperative learning:Phase1:

43、 Students are placed into groups.Phase2: Individuals are allocated roles within the group. They go to collect necessary materials for activities, record group responses, ask other members questions and finally share group responses with the rest of class.Phase3: Organize the activity in a number of

44、ways. For example, instruction could be given to students on a rational basis with a time limited (莆田一中). .The application of cooperative learning to senior middle school English teachingA. Usage of cooperative learning groups1. Usage in preview and after-class activitiesTeaching effect will be infl

45、uenced by the preview. As teachers, it is easy to find that students who have done enough preview at home will be more active in class. And if they receive praise from teachers, then they feel successful, which can encourage them to do more and more and keep this good habit of preview. But limited b

46、y the practical conditions, some preview cannot be fulfilled by only one student. For instance, when talking about the western festival, Halloween, students are asked to search the materials about it. Because of lack of books, or computers, or helping of parents, some students cannot finish this pre

47、view. What can they do? It is very useful to work together with classmates when this case occurs. A group gets together in one member's home who has a computer or many books about Halloween. They search the materials and discuss together. In this procedure, everyone attends preview actively and

48、vigorously, and they can learn a lot. It will also get satisfying result in next days class. Cooperative learning also can have a good effect on after-class activities. Take the same example, after talking about Halloween, students are required to have a Halloween party. In order to prepare the part

49、y well, they ought to make pumpkins, lanterns, and act as witches or pirates together. Only through cooperation can they prepare the party quickly and effectively, resulting in happiness through their success by cooperation. 2. Usage in classThe usage of cooperative learning in class is the most ext

50、ensive and wide-ranging. As English teachers, using group work or pair work is deeply needed. It, on one hand, is decided by the specialty of language learning. On the other hand, it is also determined by the aim of senior school English teaching. The target of opening the course of English in senio

51、r school is to develop students language skills. Students like activities in English class, such as role play, interview action, and so on. But these activities cannot be finished by only one student, and it needs cooperation with others. As we all know, students in each group have different levels

52、of ability and intelligence. If those who have high level of ability and intelligence want to show themselves and get the chances to practice, they have to encourage and help poor members in their groups so that they can cooperate with them. It can form the class atmosphere of working together and i

53、mproving together. It, to a certain extent, also can lighten teachersload.In senior school English class, teachers often hold all kinds of competitions and games. For a large class with over 50 students, it is very difficult to control them. But if teachers regard a group as one entirety, and it wil

54、l become easier.3. Usage in task-based approachTask-based approach means students are given a task to perform and only when the task has been finished does the teacher make correction and adjustments. The task can be formed by a variety of activities, which can foster students ability to make things

55、 work cooperatively.Recently, task-based approach has been carrying out in senior school English teaching. Cooperative learning serves as a very important role in task-based approach. One of the difficulties of carrying out task-based approach in senior school English class is to manage the degree o

56、f tasks. If the task is a bit difficult, students cannot fulfill it, and if the task is too easy, it will lose the meaning of practice. It is very difficult for teachers to control the degree of the tasks. So, at the first step of task-based approach, it is better for the teacher to use cooperative

57、learning group to do one task. First, divide the task into several parts. Each member in the group undertakes one of the parts. Then, combine all of the parts organically. Through this way, students not only can get the chance of independent learning, but also the experience of cooperative learning.

58、 The combination of independent learning and cooperative learning is advantageous to individuals' development. For example, at the end of a unit, students are given a task of shopping. Each group sets up a stall. They could sell the things that they could express in English, just like school things, toy animals, foods and so. This task should cover the topics of colors, size, numbers and price. This task maybe has a bit difficult for one student. But after division, it becomes easier. Some members in the group prepare for goods, and s