浅谈中国小学的英语合作学习

毕业论文

英文论文题目： Cooperative learning of English in

primary schools in China 中文论文题目：浅谈中国小学的英语合作学习

Outline:

1. The background of learning method

1.1 The necessity of learning English

1.2 Educational environment and problems of primary school English

1.3 Cooperative learning model was proposed

2. Introduce the Cooperative learning of English

2.1 The idea of cooperative learning

2.2 The form of cooperative learning

2.3 Scholars agree with cooperative learning

2.4 The students are promoted in the cooperative learning

2.5 Cooperative learning English is fit for curriculum standards

3. The features of Cooperative learning

3.1 Let every student learn to seize opportunities

3.2 Let each student develop his own personality and get a reasonable development

3.3 Let every student learn to cooperate

4. How to conduct group work

4.1 Divided into the groups well

4.2 Clear mandate

4.3 Conduct activities

4.3.1 The competition method with games in the group

4.3.2 Act out the dialogue in groups

4.4Reasonable assessment

5. Some problems

5.1 Students do not take the initiative to cooperate

5.2 Student participation is not balanced

Conclusion

Bibliography

Thesis Statement:

English is a very practical subje ct, and us ing English for communication is a main expression in practice. Primary English teaching should develop students' interest in learning English; improve their English communication ability,which is the main task. Cooperative learning for its cooperation, fun, competitive advantages is widely used in English teaching in primary school.

In this article, the author attempts at teaching by herself to talk about Cooperative Learning of E nglish. It is fit for English teaching in primary schools and it is one of the best ways and Cooperati ve learning in tea ching embodies several features. In this process, the writer tries to f ind out the best way of cooperative learning methods in primary schools in English, as well as several problems in cooperative learning which are also discussed in this paper.

Keywords: Cooperative learning English primary school China

关键词：合作学习英语小学中国

Cooperative learning of English in primary schools in China ChapterⅠ The background of learning method

1.1With the continuous development of economy, China’s international status is rising. In order to con tact to the international community, English, as an international common language, becomes more and more widely used in China. In order to lay a solid foundation, and follow the rules of learning language, students begin to learn English since they are in primary schools. Meanwhile, leaning English has a lot to do with learning methods.

1.2 In the present of educational environment, there are a lot of students in the same class. Large class teaching is the feature. Full-time English teachers of primary school teach more than sixty students, sometimes even more. In class, the teachers only say by themselves, and this method is not successful. The students are forced to learn English and asked to recite words and sentences without rules. Teaching practice has proved this model does not fit the new English curriculum, and gradually exposes some problems. On the one hand, some students hate learning English. On the other hand, polarization is worse and worse.

1.3 In order to change the old teaching pattern, encourage and train students' interests in learning English. I find cooperative learning is one of the best ways in primary school. During this process, I not only practice but also study English in teaching. Therefore , I can improve the efficiency of English teaching in primary school. ChapterⅡCooperative learning of English

2.1"Cooperative learning," which is a teaching model. It is based on classroom-based teaching organization. Under this premise, cooperation ideas is the soul, and "team teaching" is an important form of organization. By carrying out cooperative learning groups, playing an active function in groups and improving the individual's motivation and ability. Truly make English teaching become a communicative cooperation process.

2.2 A cooperative learning teaching English in primary schools carried out mainly in small groups, which is called cooperative learning groups. The so-called cooperative learning groups usually contain 4 - 6 students in each group. Students are divided according to their marks, abilities, and personalities. Each reconstituted group will be the best.

2.3 Many scholars believe cooperative learning in groups is an adaptation of a variety of learning styles. And it can promote the students to join it actively ,and it is also the most popular and most effective method. As early as 1979,American educational experts Johnson discussed the various benefits of this approach. Cooperative group members can gradually formed a superb concept learning strategies ,and the member of groups can explore more effective information from others. So the members can get more useful materials in less time .

At that time, some social teaching advocates thought, there was a link between the formation of cooperative social behavior and the development of skills and knowledge, so they used the forms of cooperative learning which gradually developed into a teaching theory and tactical system based on the following six theories.

Group Dynamic theory, which was invented by Germany psychologist K.Lewin, it thought, the group is basically a dynamic group with their members’mutual dependence changing continually. Inside, any member’s condition can cause the changing of other members’ condition, and the intense inside condition can motivate the group to reach common anticipated aims.

Social Cohesiveness theory. It was similar to group dynamic theory. It interpreted the teaching effect of cooperative learning from the aspect of motivation. However, its emphasis is members should care the group.

The one was complex learning theory rising in foreign countries: Constructivism. It said knowledge was neither objective nor subjective, and just was a kind of interpretation, and was moving, not static. On the basis of this realization, Constructivism highlighted the students’ state and function in activities of learning.

Cognitive developmental theory from the aspect of cognition, gave special attention to their task that had finished in cooperative learning (every group member

improve their cognitive level at the process of getting group aims). The theory thought, it was easier to understand and master some important notions for children under the mutual effect of taking very tasks. The development of children and their social behavior were increasingly formed through the mutual effect and communicative cognition of accompanies.

American psychologist A.Maslow created needs—graduation theory, which was a theory of studying men’s need structure. Class was an activity between one person and a group. It was very important for students’ development ,not only to satisfy their communication and so on, but satisfy the need for development and ego—realization by the way of communication forming social personal relationship.

Classroom instructional technology theory. It thought there are mainly three factors to affect the quality of class studying and social mental environment: task structure, incentive structure, and authority structure. The classroom instructional technology is the unity of the three factors. It has an illuminating significance of cooperative learning.

At present, the cooperative learning has been broadly used in schools in many countries, such as USA, Britain, Holland, etc. absorbing the experience of foreign teaching ,teachers in our countries should excavate own potency to make use of cooperative learning.

2.4The students have the attitudes and experiences of cooperation, so the more they are able to have clear learning goals. They believe if they work hard they will get excellent achievement by themselves. At last they must be the best students. So they think it is important to learn new knowledge. They will be more careful when study in groups. Comparing with the only class group or individual learning, students who have cooperative learning experience will be the owner. This kind of method can stimulate students' comprehensive ability.

2.5Cooperative learning groups have been accepted by many countries’educators. Since the 1980s, it has also become China’s teaching theory. In the "ordinary high school classroom full-time compulsory standards (trial version)," the basic concept and implementation of the proposed class, cooperative learning has

become an important concept. The standard elaborated the task of primary school English curriculum : Stimulating and developing students' interest in learning English, so that they can build confidence, develop good habits and create an effective learning strategy. Many elementary educators are engaged in cooperative learning groups and explore our specific practice; they expect to find practical cooperative learning groups with Chinese characteristics.

ChapterⅢ The features of Cooperative learning

A teacher and students should understand and respect each other, and work in a harmony and friendly environment. Nowadays, education advocates the style of personality first and students as protagonist. A teacher is not stand at high place. He or she should be more like friends, and parents to treat and care students. Especially in some closed type schools. Classmates and friends are one of the most important parts. They together chat, study, courage each other, and play games. In certain way, friends are the necessary part in their life. They can give each other some suggestion when coming across a few troubles. But it is limited for them, because they are at same age stage and both immature. At this moment, a teacher becomes the friends and parents of them. They give the right suggestion and love to students by talking and exchanging ideas in time. A teacher should make good effort to become students’reliable and welcomed persons.

On the other hand, a teacher should be ready to hear the critic and suggestion from students, and finds the defect and try to improve selves. According to what Wang Fengxian wrote in the book “Learning and Teaching Theory”: scholars at home or abroad ever researched on “the psycho loge of teachers that students like”, the students at home and abroad have a little different attitude on this question, but of all parts, they are the similar ideas. “T hey all like enriched knowledge teachers with the quality of skill, warm-hearted, friendly, good temper and justice”. They are easy to get along well with students if a teacher occupies these. To the opposite, it is difficult for teachers to do that. A good relationship between a teacher and students is the vital factor that students make progress in studying.

In my own teaching practice, comparing with the previous teaching model by

"cooperative learning”, I have the following experience:

3.1Let every student learn to seize opportunities

Compulsory English courses should be offered to every student, and make the class serve for every student. As a young primary school English teacher, I feel it is difficult for every student to enjoy the knowledge in their class. As while, it is also a challenge for a teacher to control a the whole class with 50 to 60 students. Only a small number of students who have the good basic can answer questions actively and enthusiastically in class, and can take part in all kinds of activities. But most of the students like a spectator. In the past few years, through communicating with other teachers, I found that this is a common problem in primary schools for English teachers. For the above question, I also had practical exploration. At the beginning, I tried to practice the same table, which allows students to practice oral exercises conducted at the same table..The desk mates discussed some questions, and got the answers. The students at the same table finished a task together. But soon I found that there still will be over thirty groups for only two students as a group. During the class, teachers can’t check every group, and help them to work out every question. While students at the same table learn better than a single person, but it also has a lot of limitations. So I tried to organize the groups of four as a cooperative learning method. In this way, it becomes a class for a group of four, totally fifteen to twenty study groups. Virtually, one of the original size of the class looks great, has evolved into a small class composed of fifteen groups. Among four teams, each student has access to exchange with more students, but also have to show themselves to other students, and have the opportunity to express their views. In a small group of four students, the students thin k actively, practice knowledge and skills what they have learned they fully develop their acquired skills. Then, during the group discussion activities, each member shows themselves in their class in turn. The opportunity of expressing has been greatly improved. For example, before the English class, the students perform the speaking training. Every group practices English dialogues in turn. Such as the weather, the class, the school, and they can also make up the dialogues according to the text, their study, their lives and their hobbies. The members of the group perform in front of the class after they write well. During the process, the