EFFECTS OF COOPERATIVE LEARNING WITH DIFFERENT ABILITY
高中英语合作探究学习浅谈
高中英语合作探究学习浅谈Cooperative learning is a teaching method in which students work in groups to achieve learning objectives. The main aim of cooperative learning is to promote social interaction and increase students’ understanding of the subject matter through dialogue, discussion, and exchange of ideas. In this essay, I will discuss the benefits of cooperative learning and provide some effective strategies that can be used to promote cooperative learning in the classroom.The use of cooperative learning has been found to increase student motivation, participation, and engagement. This is because students are given the opportunity to share their knowledge and experiences with each other, and work together to complete tasks. By working in a group, students can learn from each other, and help each other to overcome difficulties. This promotes a positive learning environment that encourages students to take ownershipof their learning and to be proactive in their learning process.One effective strategy for promoting cooperative learning is to assign group projects. When students are working on a project in a group, they learn to communicate effectively, negotiate with others, and overcome challenges. This type of cooperative learning fosters collaboration, creativity, and critical thinking skills. By working in a group, students can build on each other’s strengths and compensate for each other’s weaknesses.Another strategy is to use cooperative learning activities that encourage students to share their knowledge and experiences. For example, discussion groups, debates, and brainstorming sessionscan be used to encourage students to share their ideas and perspectives. Through these activities, students can learn from each other, and practice their communication and critical thinking skills.Teachers can also use cooperative learning to promote student-led learning. This means that students take over the responsibility of teaching themselves and each other. Teachers can facilitate this process by providing students with the necessary resources and support, but allowing them to take charge of their own learning. This encourages students to be active learners who are able to set their own learning goals and work together to achieve them.Cooperative learning can also be used to promote intercultural understanding and a global outlook. By working with peers from different cultural backgrounds, students are exposed to different perspectives and ways of thinking. This helps to build tolerance, empathy, and respect for diversity. Through cooperative learning, students can develop the skills and attitudes needed to succeed in an increasingly globalized world.In conclusion, cooperative learning is a powerful teaching method that promotes social interaction, critical thinking, and creativity. It fosters a positive learning environment that encourages students to take ownership of their learning and to be proactive in their learning process. Effective strategies for promoting cooperative learning include assigning group projects, using cooperative learning activities that encourage sharing of knowledge and experiences, promoting student-led learning, and promoting intercultural understanding. By incorporating cooperative learning into their teaching practice, teachers can promote studentengagement, motivation, and success in learning.The concept of cooperative learning has gained increasing recognition in recent years. With its emphasis on collaborative problem-solving, critical thinking, and communication skills, cooperative learning reflects the realities of the 21st-century workplace, where teamwork and collaboration are prized. In this essay, I will explore the benefits of cooperative learning in further detail, looking at some of the research on its effectiveness and outlining some of the key strategies that teachers can use to implement this approach effectively in the classroom.Cooperative learning is based on the idea that learning is enhanced when students work together on tasks and projects. This type of learning encourages students to be active participants in their own learning process, rather than passive recipients of information. By working together in groups, students are able to share their knowledge and skills, and learn from each other through dialogue and discussion. This type of collaborative learning helps to promote a sense of community in the classroom, as students work together to achieve shared goals.One of the key benefits of cooperative learning is that it can help to improve academic achievement. Research has shown that when students work in groups, they are able to learn more deeply and retain information better than when they work alone. This is because they are able to discuss ideas and concepts with their peers, and to build on each other's understanding. Cooperative learning can also improve critical thinking and problem-solving skills, as students learn to negotiate and resolve conflicts within their groups.Another benefit of cooperative learning is that it can help to improve social and emotional skills. When students work in groups, they learn to communicate effectively, to listen to others, and to respect diversity. They also learn to share responsibility and to hold each other accountable for their work. These social skills are crucial for success in the workplace and in life more generally.To implement cooperative learning effectively in the classroom, teachers need to use a range of strategies to create a positive learning environment. One strategy is to provide students with clear learning goals and expectations, and to give them regular feedback on their progress. This helps students to understand what is expected of them and to stay on track.Another strategy is to use group contracts or agreements, which can help to establish clear roles and responsibilities for each member of the group. This helps to reduce conflicts within the group and to ensure that everyone is contributing to the task.Teachers can also use strategies such as jigsaw activities or think-pair-share to encourage students to work together and to share their ideas and perspectives. In a jigsaw activity, for example, students are divided into small groups and given different pieces of information to work on. They then come together to share their findings and to build a more complete understanding of the topic.Finally, teachers can use technology to facilitate cooperative learning. Online tools such as discussion forums, wikis, and blogs can be used to encourage students to collaborate and to share their ideas. These tools can also help students to develop digital literacyskills, which are increasingly important in today's digital age.In conclusion, cooperative learning is an effective approach to teaching and learning that can help to improve academic achievement, social and emotional skills, and critical thinking skills. To implement cooperative learning effectively, teachers need to use a range of strategies that establish clear learning goals, provide feedback and support to students, and encourage students to work together and to share their ideas and perspectives. With careful planning and implementation, cooperative learning has the potential to transform the learning experience for students and to equip them with the skills they need to succeed in the 21st-century workplace.Great job! You've summarized the benefits of cooperative learning and the strategies needed to implement this approach effectively in the classroom. Your essay is well-structured and easy to follow, with clear transitions between paragraphs. You've provided specific examples of strategies that teachers can use, which helps to illustrate your points. Overall, your essay is informative and persuasive, making a strong case for the value of cooperative learning.。
甚麽是合作学习CooperativeLearning
0.04*
95.2
97.6
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81.2
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89.2
Staying on the task
95.8
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93.3
Listening actively
94.6
Contributing ideas
94.0
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0.05*
85.4
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86.1
0.25
84.8
0.20
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85.5
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80.7
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implementation of curriculum reform. In Y.C. Lo & W.S. Li (Eds.). School curriculum reforms in Hong Kong (Research Series) (pp. 117-130). Hong Kong:
英力克习得模式下的大学英语合作学习
英力克习得模式下的大学英语合作学习【摘要】文章结合作者所在学校一年来非英语专业学生在英力克习得模式下大学英语教学中合作学习的研究，探讨了学生在自信心、责任意识、合作意识、交际能力方面的变化历程，比较了实验班和对照班学生的英语学习积极性和实际学习效果。
研究表明，在非英语专业学生中推广英力克英语习得模式及其所借鉴的合作学习理念，学习效果是明显的，对于提高学生的综合能力和素质具有重要意义。
【Abstract】Based on one year’s study on the cooperative learning in the EANLIC English Acquisition Model implemented among the non-English majors in her college, the author discussed the changing process of her intervened class, in comparison with the controlled class, regarding their self-confidence, sense of responsibility, sense of cooperation, and communicative ability. Their English learning efficiency as well as their motivation is also compared. The research shows that the application of EANLIC Model among non-English majors and the norms of cooperative learning style embodied in the Model are efficient in English learning, and is of great significance in enhancing the overall ability and the inherent quality of the students.【Keywords】EANLIC;Non-English majors; Cooperative learning1 合作学习合作学习（Cooperative Learning）是由美国著名教育家David Koonts 首先倡导并实施的。
合作学习Cooperative learning
Cooperative learning1. IntroductionNowadays, along with the development of modern education, there are many new teaching and learning methods instead the trditional model of teaching, which, for example, teacher just teaches contents on the stage and students just listen to teacher passively. In traditional way, students can not conduct their creativity sufficiently, so they have a low passion on learning. But now the modern teaching methods propose students to learn knowledge actively. As this matter of fact, cooperative learning becomes a very efficient way of learning.2. Cooperative Learning TheoryCooperative learning is a kind of active learning which divides students into different teams with clear roles for each student and a task for the team to accomplish. The teacher allows all the groups to work together to finish the tasks designed by the teacher, and then to complete individual assessment. It is a kind of strategic system encouraging students to cooperate through teaching interaction among different individuals within a group with the same goal and rewarding them based on the achievement of the group.3.the characteristics of cooperative learningWhile dealing with the characteristic of cooperative learning, we can see that cooperative learning emphasizes learner-centeredness with a teacher playing as different roles, such as an instructor, a cooperator or a supervisor, during the procedure, the teacher attempts to foster teacher-student and student-student communications, enables students to work with each other, encourages and rewards the group for the achievements of every group members, reduces the pressure of the students and strengths the students' attempt to finish their assignments.According to many studies, cooperative learning has five basic characteristics as follows: First, students can work together on common tasks or learning activities in small groups with the task set for them, which can be completed through group work.Second, every group may contain two to five members and one of them will be group leader.Third, the goal to achieve by cooperating with each other is clearly set and known by groups before the activities taken into practice.Fourth, activities for each group are well designed according to the need of learning. So that students need help from each other to complete their learning activities.Fifth, every student should take his/her individually responsibility for group work and learning.According to these five characteristics of the cooperative learning, we can see it is really a right way for students to learn.4. The importances of the cooperative learningCooperative learning benefits students a lot and are also of great importances from the following four aspects: social, psychological, academic and assessment, which also become the reason for that the cooperative learning is important for school teaching.First, cooperative learning promotes the social interactions so that the students can benefit a lot in a lot of ways from the social use. While the students share their opinions and make some conclusions, cooperative learning helps them develop their oral skills. When communicating with other students, the suitable social behaviors for certain situations will form. Through cooperating with others, the students will be able to practice and develop their social skillsSecond, cooperative learning helps the students in the psychological progress. It is said that ,“cooperative learning experiences promote more positive attitudes”. During the cooperative learning progress, the students play a very active role, and they will be satisfied with the learning experience they get. Interpersonal relationships between students will be developed during the cooperative learning progress. The chance for them to share their ideas in small teams and receive different feedbacks will help the students to build their self –esteem.Third, since cooperative learning looks like group discussion, it can lead to more common summarization for students because the students are asked to explain and give more information to the others, so that they can validate and strengthen their thoughts. When form teams, by cooperative learning, the students will make great success in their academic lessons.In the middle school or high school, cooperative learning may not use widely, but in university, it is used nearly in every course. And from participating in cooperative learning, I find that, it is really a useful mothod for students to learn and solve the problems. Students can help each other to learn, and for the group honour, everyone will try their best.5. conclusionCooperative learning is considered to be one of the most successful strategies that promoted in the New English Standards, in which the students work with each other to have a better understanding and improvement in their English learning.As to be known that cooperative learning helps classroom teachings build a learner-centered atmosphere in the classroom. Students in such classroom will feel free and easy to show their performance, either to interact or to learn. And also, they will not be afraid of speaking to others or sharing their ideas with others any longer, which means that their feeling of shyness will be reduced.So, it will be more efficient for teacher to use such method to teach students, and on the other hand, it is a good way for students to perform their best side.。
英语版合作学习文献综述
A Study on the Problems and Strategies of Cooperative Learning inElementary School English ClassLiterature ReviewClass five, Grade 2013 Zhan FuqinAbstract: Cooperative learning is one of the learning methods that New Curriculum Reform has advocated. To cultivate students’ ability of cooperation and communication has become an important educational object. In order to meet the requirements of social development and school education, and to cultivate students’ ability of cooperation in a bett er way, we need to analyze the deficiencies and problems in the past researches; we also need to absorb and reference the existing research experience. We must find the new breakthrough of cooperative learning in order to cultivate students’ cooperative ha bits. Therefore, this paper makes a survey of these researches done to cooperative learning.摘要：合作学习是新课程改革倡导的学习方式之一。
合作学习在大学英语听说课程中的应用
合作学习在大学英语听说课程中的应用【摘要】：合作学习近些年来在世界范围内被广泛应用，大家普遍认为,它在各科教学中取得了明显的成效，在国内也不例外。
在英语教学领域，合作学习被证明可以用来有效提高学生的读写能力，但关于合作学习在大学英语听说方面应用的研究则寥寥无几。
目前整体来讲，大学生（尤其是中西部的大学生）听说能力比较差，而国家对于大学生英语交际能力的要求却越来越高，将合作学习应用于大学生英语听说能力的提高很有价值。
本案例旨在研究如何将合作学习很好地应用于大学英语听说教学中，考察合作学习对学生英语听说能力的影响以及对学生交往技能和学习动机的作用，并探索合作学习中小组构成方式对学习成效的影响，衡量学生对合作学习的满意程度以及教师从中在教学技能方面的收益。
作者在某大学进行了一次将合作学习法应用于学生英语听说能力提高的实验，研究对象是来自某学院同一专业的49名非英语专业的学生，作者应用了不同的方法来搜集数据，如前测后测、调查问卷、访谈等。
案例研究结果显示：合作学习可有效提高学生的听说能力和交际能力；通过合作学习，学生的学习动机有所提高；参与异质合作小组的组员受益大于参与同质合作小组的组员。
超过半数的学生对合作学习表示满意，并希望在英语教学中继续进行合作学习。
教师从中学到的技巧有助于日后的教学。
但仍存在一些问题：讨论气氛不够热烈，时间分配不够完善，对汉语过度依赖，有些同学对互评表示不信任，交流行为落后于合作意识等。
作者提出了一些建议，期望对日后的研究有所帮助。
【关键词】：合作学习大学英语听说课程英语教学非英语专业【学位授予单位】：山西财经大学【学位级别】：硕士【学位授予年份】：2013【分类号】：H319.9【目录】：Abstract6-8摘要8-14ChapterOneIntroduction14-181.1Thepurposeofthethesis14-151.2Thei mportanceofthestudy151.3Feasibility151.4Researchbackground15-171.5 Theorganizationofthethesis17-18ChapterTwoLiteratureReview18-322.1C ooperativelearning18-232.1.1Definitionofcooperativelearning18-202.1.2F eaturesofcooperativelearning20-212.1.3Generalproceduresforcooperativel earning21-222.1.4Typesofcooperativelearning22-232.2CollegeEnglishLis teningandSpeakingteachingandlearning23-282.2.1PresentsituationofEngli shlisteningandspeakingoncampus23-242.2.2PresentsituationforcollegeEn glishlisteningandspeakingcourse242.2.3Hindranceinandstrategiesforimpr ovinglisteningandspeakingeffectively24-272.2.4FeaturesforcollegeEnglis hlisteningandspeakingcourse27-282.3CooperativelearningincollegeEnglis hlisteningandspeakingcourse28-322.3.1Stepstakenintheseresearches28-302.3.2Findingsofpreviousresearches30-32ChapterThreeMethodology32-463.1Hypotheses323.2Participantsandtimedistribution323.3Instruments32-3 83.3.1Teachingmaterials33-343.3.2Pre-testandpost-test34-363.3.3Pre-que stionnaireandpost-questionnaire36-373.3.4Interviews37-383.4Procedurest akenintheempiricalstudy38-443.4.1Preparation39-403.4.2Teamformation 40-413.4.3Specificstepstakeninthisempiricalstudy41-423.4.4OnesampleL esson42-443.5Assessmentofcooperativelearninginlisteningandspeakingco urse44-46ChapterFourResultsandDiscussion46-584.1Influenceofcooperat ivelearningoncollegestudents’listeningcomprehensionperformance46-484 .2Influenceofcooperativelearningonstudents’Englishspeakingperformance 48-504.3Influenceofcooperativelearningonstudents’learningmotivation50 -524.4Influenceofcooperativelearningonstudents’communicativeskills52-544.5Heterogeneousteamsworkbetterthanhomogeneousones54-564.6Thec ontentmentthestudentsshowedwithcooperativelearning56-58ChapterFive Conclusion58-615.1Majorfindings58-595.2Limitationsofthisstudy595.3S uggestionsforfurtherstudies59-61References61-64AppendixI64-70Appen dixII70-71AppendixIII71-72AppendixIV72-73AppendixV73-74Acknowl edgments74-75攻读硕士学位期间发表文章75-76 本论文购买请联系页眉网站。
英语的专业毕业论文选地的题目2
外语系2012届本科毕业论文备选题1. Importance of function words in English Writing虚词在英文写作中的重要性2. Effect on English Writing from Different English-Chinese Modes of Thinking中英思维方式的差异对英文写作的影响3. Error Analysis in Oral English Learning英语口语学习中的错误分析研究4. The Influence of Non-intellect and Factors on English Learning非智力因素对英语学习的影响5. A Comparative Study of the Gender Difference in English Learning男女生英语学习差异比较研究6. The Influence of Chinese Dialectical Accent over English Pronunciation 汉语方言对英语发音的影响7. Skills for English Translation of Ancient Chinese Poems古诗翻译的英译技巧8. Cultural Difference and Idiomatic Expression in Translation翻译中的文化差异及习惯表达法9. The Principles of Equivalence in the Translation of English Idioms into Chinese and Their Practical Application英语习语翻译中的对等原则及具体应用10. The Application of Cooperative Learning Theory in English ReadingTeaching合作学习理论在英语阅读教学中的运用parison Between Chinese Tea Culture and Western Coffee Culture中国茶文化与西方咖啡文化的比较12 The difference between Chinese and Western Cultures in Politeness试比较中西文化在礼貌方面的不同13 The Image of the Old Man in The Old Man and the Sea试析《老人与海》中的老人的形象14 Influence of American Movies on Chinese Youth美国电影对中国青年人的影响15he Comparison of Family Education in China and America 中美家庭教育比较16A Speech Act Theory Analysis of Obama’s Election Speech 从言语行为理论来分析奥巴马当选演说17Strategies for Improving Oral English in College试议提高大学生口语的策略18Politeness Principle in Business Englsih Letter商务英语信函中的礼貌原则19The Love Tragedy Between Heathcliff and Catherine in Wuthering Heights《呼啸山庄》中希斯克里夫和凯瑟琳的爱情悲剧20Feminism in To the Lighthouse试析《到灯塔去》中的女权21 美籍华裔作家的“故土”情节22从《喜福会》透视中美文化冲突与融合23论福克纳的南方情节24《最蓝的眼睛》中人物的精神分析25试论《洛丽塔》对精神分析学的戏仿26论《伟大的盖茨比》中的象征主义27论《荆棘鸟》中的女性形象28广告英语的语言特征29从功能理论看广告翻译30中学英语教学的活动设计原则31从服饰文化角度看中美文化差异32 Reflections on Differences of Sino-US Culture in the Perspective of Costume33谈非语言交际中身体语言的特点及其在交际中的运用A Preliminary Approach to Body Language on Nonverbal Communication34词的文化内涵及其在习语中的体现Cultural Connotations of Color Words and Their Reflections in English Idioms35论网络交际英语的特征及其翻译A Study of Internet Communication English Features and Translation35英语语言教学中的文化教学On Culture Teaching in English Language Teaching36浅谈二语习得中的社会因素Thesis on the Social Factors and Second Language Acquisition37试论因特网在第二语言习得中的辅助作用The Assisting Function of Internet in Second Language Acquisition 38论飘中的人物魅力On the Charm of Characters in Gone with the Wind39论飘中的女性生存意识Thesis on Female Survivalism in Gone with the Wind40英语词汇中的性别歧视及女性主义Sexual Discrimination in English Words41阅读学习策略对初中英语阅读教学的影响(The effect of reading learning strategies on English reading teaching in junior school)42归化与异化策略在跨文化翻译中的运用（Domestication and foreignization in cross-cultural translation）43中学英语课堂中合作学习对成功语言学习者影响的研究(Effects of cooperative learning on successful language learners in high-school English classroom)44探析英语和汉语中的性别歧视现象（Exploration of linguistic sexism in English and Chinese）45中学英语教学中跨文化交际能力的培养(Cultivation of cross-cultural communication competence in junior middle school English teaching) 46象征手法在英汉翻译中的应用：以《了不起的盖兹比》为例（The use of symbolism in English-Chinese translation: take The Great Gatsby as an instance）47英汉翻译中文化意象的等值、修润及重构（Equivalence, modification and reconstruction of cultural image in English-Chinese translation）48情景教学与学生英语交际能力的培养（The effect of situational teaching on the cultivation of students’English communication competence）49论汉英习语的文化差异及翻译（On cultural differences and translation between Chinese and English idioms）50关联理论在英语听力教学中的应用（The application of relevance theory in English listening teaching）51 The Application of the Fuzzy Words in Legal English法律语言模糊性词语的运用52 The Comparison Between the Chinese and English Compound Sentence Structures英汉法律语句中复合句结构对比53 On the Cultural Gaps and Untranslatability 论中英文化差异及不可译性54 On the English Versions of Some of Du Fu’s Poems 论杜甫诗歌之英译55 On the Characteristics of Legal English Language法律语言的特点56 The Strategies of Domestication and Dissimilation on Advertising English Translation广告英语翻译的"归化"和""异化"策略57 Cross-cultural and Cross-linguistic Factors in English Advertisement Translation英语广告翻译中的跨文化、跨语言因素58The Influence of Cultural Difference Upon Cross-cultural Communication 文化差异队跨文化交际的影响59sing CLT in English T eaching to Improve Students’Communicative Competence 在英语教学中运用“交际法”提高学生的交际能力60On the Principles of Equivalence in Literary Translation 论文学翻译中的对等原则61 The Advantage and Disadvantage of Bilingual Teaching双语教学的利与弊62 On Man’s Tragic End--Viewed from The Old Man and the Sea从老人与海看人的悲剧63 Amplification and Omission in Translation翻译中的信息增减64 Application of Games in Middle School English Teaching游戏在中学英语教学中的运用65 Application of Absolute Construction in Interpretation独立主格在口译中的运用66 Effect on Translation from Different English-Chinese Modes of Thinking中英思维方式的差异对翻译的影响67 On Influence of Cultural Differences on Understanding English and Chinese Advertisements论文化差异对解读英汉广告的影响68 On the Origin, Word-Formation and Translation of English Neologisms浅谈英语新词的产生、构成及翻译69 A Brief Study on the Translation of English News Titles英语新闻标题翻译初探70 A Contrastive Study of Animal Cultural Implication between Chinese and English英汉语动物文化含义比较71 . A Contrastive Study of Punctuation in Chinese and English英汉标72 伊丽莎白.巴莱特诗歌中的女性意识探析A Probe into Feminine Consciousness in Elizabeth Barrett’s Poetry 73电影《死亡诗社》中的教育思想On Educational Ideology in the Film of Dead poets Society74道林.格雷的画像》中王尔德的唯美主义思想探析Analysis of Wilde’s Aesthetic Ideology in The picture of Dorian Gray 75《推销员之死》与美国当代社会On The Death of the Salesman and Modern American Society76从文化角度看英语电影片名的翻译技巧Analysis of Translating English Movie Titles from Cultural Perspective 77修辞在广告英语中的运用与翻译On the Use and Translation of Rhetorical Devices in English Advertisement78最新英语词汇的社会文化内涵探析A Probe into Social-cultural Connotations of the Latest EnglishVocabulary79跨文化交际中的语言负向迁移与语用失误Language Negative Transfer and Pragmatic Failure in Cross-cultural Communication80跨文化交际和外语教学中的非言语行为Non-verbal Behavior in Cross-cultural Communication and FLT81任务型教学模式下学生跨文化意识的培养On Cultivation of the Students’Cross-cultural Awareness under the mode of Task-based Language Teaching82Contrast Study of Courtesy Language in English and Chinese 英汉礼貌用语对比研究83An analysis of the hero Henry in Farewell to Arms对《永别了，武器》中主人公亨利形象之分析84Cultural Differences in Advertising between English & Chinese 中西方广告中的文化差异85Figure of Speech in Advertising in English &Chinese中西广告中修辞的运用86A Pragmatic Study of English Euphemisms英语委婉语的语用研究87On Narrative Techniques in A Rose for Emily论《献给爱米丽的玫瑰花》的叙事策略88The Gothic Features in Wuthering Heights.《呼啸山庄》的哥特式特征89On the Copular Construction in English and Chinese Language 英汉系表结构之比较90A Pragmatic Analysis of Humor Language幽默语言的语用研究91On Translation of English and Chinese Trademarks From the Approach of Functional Equivalence从功能对等的角度论英汉商标翻译92 A Study of Student-Centered English Vocabulary Teaching以学生为中心的英语词汇教学93. On Values of Chinese from Perspective of Lexicon从词汇角度读中国人的价值观94 A Study of Transitional Words and Expressions 过渡词及表达法的研究95 About the Quality-oriented Education in English Language Teaching 英语教学中的素质教育96 English and Chinese Euphemisms: A Comparison between Their Cultural Implications从英汉委婉语对比中透析中西文化差异97 Application of English Idioms in Daily Life英语习语在日常生活中的运用98 Body Language Difference in Meaning in Cross-cultural Communication体态语在跨文化交际中的意义差异99 Chinese and Western Culture Values in Advertising Language从广告语中看中西方文化观100 Cross-culture Failures by Chinese learners of English中国英语学习者跨文化交际中的误区101. 1The Cultural Connotation of English Etymology and the Teaching of English Vocabulary英语词源的文化内涵与词汇教学102 English Translation of Pubic Signs in Chinese 汉英公示语的翻译103 The Relationship between Cultural Differences and Translation Skill 中西文化差异与翻译技巧104 On the Criteria of Interpretation论口译标准105 On the Translation of Humor in Pride and Prejudice傲慢与偏见中的幽默翻译106 Emily Dickinson and her Poems狄金森的诗歌An Analysis of the Theme of the Adventures of Huckleberry Finn论哈克贝利费恩历险记中的主题107 On Ernest Hemingway and his Novel the Sun Also Rises论海明威及其小说太阳照常升起108 On the Symbolism of Moby Dick解读《白鲸》的象征含义109 Emily Dickson and her Poems迪金森的自然诗Interaction in Oral English Teaching 英语口语教学中的互动110 The Brain-Storming in English Writing论头脑风暴在英语写作教学中的作用111 On the Reciprocal Method of Teaching English Reading英语阅读中的互动教学112 On the Use of Interactive Approach in Writing Classroom英语写作中互动方法的应用113 Motivation in English Learning英语学习中的动机114 The Communicative Functions of English Euphemism英语委婉语的交际功能浅析英式英语和美式英语的差异115 The Differences Between British English and American English116 大学英语教学中的文化因素导入Introduction of Cultural Factors in College English Teaching117对外语教学中引入文化教学的理论思考A Theoretical Thinking on the Introduction of Acculturation into Foreign Language Teaching4.从语用学的视角看日常生活中的礼貌准则Politeness Principle5."请求”言语行为的对比研究A Contrastive Study of the Speech Act of Requests6.中西作品中比喻差异及其社会文化成因The Different Use of Metaphors in Chinese and Western works and theirCocio-cultural Origins7.浅析广告英语的修辞特征和效果Analysis of the Retorical Features and Effects of Advertising English8.句法相似性的语用分析Pragmatic Analysis of Syntactic Iconicity9.从文化和语言学的视角探讨美式俚语Study on the American Slang----from the cultural and linguistic perspective10.浅析英语委婉语在电影中的幽默功能A Study of the Humorous Function of English Euphemism in MoviesThe Art of Humor in Dickens’David Copperfield谈谈狄更斯的《大卫科波菲尔》作品中的幽默艺术The Symbolic Meaning of the Story A Rose for Emily by Faulkner 威廉·福克纳的《献给爱米丽的玫瑰》象征意义研究The Destiny of Women in George Eliot’s Novels谈谈乔治·艾略特作品中的女性命运The Great Gatsby: A Story of the Bankruptcy of the American Dream 了不起的盖茨比：关于美国梦崩塌On the Themes of William Blake’s Songs of Innocence论威廉·布雷克的《天真之歌》主题思想On the Functions of Sociolinguistics in Teaching of English论英语教学中社会语言学的功能A Comparative Study of English Idioms and Their Equivalents in Chinese Language英文谚语与同义中国成语之对比研究An Analysis of the Chinese Students’Typical Errors in Learning English中国学生学习英语中所犯典型错误分析A Comparison of English Addressing Terms with Their Chinese Equivalents中英文称谓语之对比研究China English and Chinese English中国英语与中式英语语言学类浅谈商务函电翻译的用词技巧论商标名称的翻译与策略浅谈英语谚语的修辞手法教学类论扩大词汇量和提高英语阅读能力的关系论母语迁移在基础教育各阶段中的作用《英语课程标准》研究探究式教学法在中学英语教学中的应用翻译类谈英语被动句的翻译谈英语否定句的翻译谈广告英语及其翻译文学类解读布莱克诗篇《老虎》的象征意义论华滋华斯诗歌的自然观由《云雀颂》看雪莱的诗歌创作观1．English Translation of Pubic Signs in Chinese 汉英公示语的翻译2．The Relationship between Cultural Differences and Translation Skill 中西文化差异与翻译技巧3．On the Criteria of Interpretation论口译标准4．On the Translation of Humor in Pride and Prejudice傲慢与偏见中的幽默翻译5．Emily Dickinson and her Poems狄金森的诗歌6．An Analysis of the Theme of the Adventures of Huckleberry Finn论哈克贝利费恩历险记中的主题7．On Ernest Hemingway and his Novel the Sun Also Rises论海明威及其小说太阳照常升起8．On the Symbolism of Moby Dick解读《白鲸》的象征含义9．Emily Dickson and her Poems迪金森的自然诗10．Interaction in Oral English Teaching 英语口语教学中的互动11．The Brain-Storming in English Writing论头脑风暴在英语写作教学中的作用12．On the Reciprocal Method of Teaching English Reading英语阅读中的互动教学13．On the Use of Interactive Approach in Writing Classroom英语写作中互动方法的应用14．Motivation in English Learning英语学习中的动机15．The Communicative Functions of English Euphemism英语委婉语的交际功能1.从服饰文化角度看中美文化差异Reflections on Differences of Sino-US Culture in the Perspective of Costume2.浅谈非语言交际中身体语言的特点及其在交际中的运用A Preliminary Approach to Body Language on NonverbalCommunication3.颜色词的文化内涵及其在习语中的体现Cultural Connotations of Color Words and Their Reflections in English Idioms4.论网络交际英语的特征及其翻译A Study of Internet Communication English Features and Translation5.论英语语言教学中的文化教学On Culture Teaching in English Language Teaching6.浅谈二语习得中的社会因素Thesis on the Social Factors and Second Language Acquisition7.试论因特网在第二语言习得中的辅助作用The Assisting Function of Internet in Second Language Acquisition 8.论飘中的人物魅力On the Charm of Characters in Gone with the Wind9.论飘中的女性生存意识Thesis on Female Survivalism in Gone with the Wind10.英语词汇中的性别歧视及女性主义Sexual Discrimination in English Words1. The role of learners’differences in middle school English learning2. A study of gender differences in English learning3. The impact of student’motivation in English learning4. A study of communicative approach in EFL teaching5. A study of effective ways to teach English vocabulary6. On Chinese and English color words from the aspect of culturaldifferences7. The translation of idioms from the cultural perspective8. An approach to Task-based instructions in EFL teaching9. A study on the translation of movies’title10. A study on teachers’feedback in English class1.语境设置与中学英语教学2 预制语块与中学英语口语教学3. 多媒体技术在英语情景教学中的应用4. 建构主义理论在高中英语教学中的运用初探5. 逆向思维——运用写作思路阅读英语文章6. 论《坎特伯雷故事》的多样整合性7. 翻译实践中的错误误译的实例分析8. 浅谈如何激活高中生的英语元语言能力9. 浅析广告中的隐喻10. 浅谈奥斯卡。
Cooperative learning
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Instead, cooperative learning methods have been found to be effective when students are rewarded based on the group performance and when each students must participate fully within a group on an academic task.
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Outcomes of Cooperative Learning
Attitudes and Values Cooperative learning is important in helping learners acquire from the curriculum the basic cooperative attitudes and values they need to think independently inside and outside of your classroom. Prosocial Behavior Cooperative learning brings learners together in adult-like settings which ,when carefully plannned and executed, can provide appropriate 16 models of social behavior.
国际理解教育
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【educational terminology】 economics of education 教育经济学 higher education 高等教育学 comparative education 比较教育学 comparative higher education比较operative learning Always Effective?
CooperativeLearning 合作学习
A F EW W ORDS ABOUT C OOPERATIVE L EARNING IN C HEMISTRYDr. E. T. Bell-LoncellaYou =re sitting there, wondering, like the little guy to the left, A What =s cooperativelearning?≅ and A why is she giving us a handout?≅ After all, this isn =t aneducation class, is it? It does say Chemistry at the top of the page!No, this isn =t an education class. Yes, it is (still) General Chemistry. The reason for the handout is thatmuch of the classroom learning this semester will be done in a cooperative format. If you have been inone of Dr. Bell-Loncella =s classes before, you =re already familiar with this approach; if not, then you might appreciate some introduction. Cooperative Learning isn =t some new phrase coined by the prof, itis a highly structured form of teaching/learning using groups. Don =t get too comfortable with the idea that you =ll get in a group of A brains ≅ and ride along. In these groups everybody has a job, and everybody works, and the groups are very heterogeneous (an integrated mix of skills and talents).If you =ve never had the opportunity to learn in a cooperative environment, you are probably wondering why bother. There is a large body of literature on the structure and benefits of cooperative learning. The reasons in favor of using cooperative learning are numerous. Here are a few:! Helps you learn interdependence and team-work skills.! Creates an environment where you can promote each other =s successes and supportteam effort.! You learn A group processing ≅.! Wonderful opportunity to develop higher order thinking skills.! You learn more and you learn it better.! These are the skills that employers are looking for!! Some student responses:∀ You A make friends ≅, A learn to share ≅, A learn to learn ≅.∀ A Gets the students to learn whether they notice it or not ≅∀ A Gave us a chance to get to know other people who liked chemistry and hear other students = views onhow to work problems.≅Cooperative learning is based on five basic elements ∑ which form the acronym A PIGSFace ≅Positive interdependence ∑ A We =re all in this together. Either we all sink (;) or we all swim(()≅. Your group has mutual goals, joint rewards (group bonus points), shared resources (one page with the assignment) and assigned roles (see below).Individual Accountability ∑ Each student =s performance is assessed individually (no group exams!).Group Processing ∑ As you complete an assignment you will take a look at A How well did we do?≅ An honest assessment makes a winning team.Social Skills ∑ leadership, decision-making, trust-building, communication and conflict managementFace-to-face Promotive Interaction ∑ By default, you will promote each other =s learning by helping, hearing, and encouraging.There are a variety of settings in which we will use Cooperative Learning. As a class you will be divided intogroups that change composition (and size) over the semester. Students tend to sit in small groupings anyway. One kind of grouping, called Informal Cooperative Learning Groups , uses this as the starting point. For example, I might A lecture ≅ for a short period of time. Then I will ask you to turn to your partner and discuss a question I posed which relates to theis superior to their initial formulation through the process of association, building on each other s thoughts, and synthesizing. I might randomly call on a member from several pairs to explain the answer before going on to another topic.A more structured task-oriented arrangement would use what are called Formal Cooperative Learning Groups . Now, the group has a specific size (4 to 6), a specific task (problem of some sort to solve) and each member has a clearly defined role. PIGS-F ace applies very strongly here. In order to accomplish the group task, each group member must have a role. There are two general categories, work roles and group roles. These are discussed below:! Leader/manager ∑ manages the group and ensured that the members are fulfilling their roles andworking cooperatively.! Reader ∑ If only one copy of the assignment is distributed, then one group member reads theinstructions, out loud, to the rest of the group.! Recorder ∑ Records group =s answers and explanations along with other pertinent information. Alsowrites down the group =s discussion and edits the group =s report.! Technician/Calculator ∑ performs all technical operations for the group including use of calculator,computer, etc. ! Reporter or Spokesperson ∑ restates (to the group or the whole class) the group =s majorconclusions effectively. The instructor accepts only the answer given by the Reporter (or sometimes the Recorder). ! Materials handler ∑ collects materials for the group (from central position) necessary to accomplish the task. ! Encourager of participation ∑ ensures that all members are participating.! Checker for understanding ∑ ensures that all group members can explicitly explain how to arrive at an answer orconclusion.! Accuracy coach ∑ corrects any mistakes in another member =s explanations or summaries.! Skeptic ∑ makes sure all of the possibilities have been explored by asking questions like A What other possibilitiesare there?≅ A Let =s try to look at this another way.≅ A I =m not sure we =re on the right track.≅! Reflector/observer ∑ Observes and reports on the group dynamics; keeps track of how well the group cooperates .How does a Formal Cooperative Learning Group operate? Your goal is to accomplish a specific task; this may last just one class period or several weeks. You will work together to accomplish shared goals. You have two responsibilities: 1) maximize your learning and 2) maximize the learning of everyone in the group. When we do work in Cooperative Learning Groups, I will begin by first providing you instructions and the learning objectives for the assignment. Second, I will assign everyone to a group, provide you with the necessary materials and perhaps assign roles for the task. Third I will explain the task and the cooperative structure (this is different from the first step) and allow you to work on the project. While you are working I will monitor the functioning of the different groups and intervene if I see a need to (a) help you with your cooperative skills and (b) provide assistance with the academic part of the task --- if needed. Finally , I will evaluate the quality and quantity of your learning and ensure that your group conducted a fair self-assessment.Since you are working cooperatively, when you have a question, you should ask your peers first andthen ask the instructor. When you are working in a group you are expected to interact with groupmates, share ideas and materials, support and encourage each other =s academic achievement,orally explain and elaborate the concepts and strategies being learned, and hold each otheraccountable from completing the assignment.The most common type of cooperative Learning assignment will be Problem Solving. You will findthat nearly every Cooperative Learning Problem Solving Lesson has the same basic components.! Task ∑ I will explain the task, describe the problem that you will have to solve.! Individua l ∑ before you begin working as a group to solve the problem, each member of the group should try to estimate an answer. Note especially the strategy (reasoning) you used toestimate the answer. While it takes more time to do this, it almost always results in higher quality group work. ! Cooperative ∑ Now, you can work as a team. Remember, there must be just one set of answers for the wholegroup. This means that you will want to strive for agreement and make sure that everyone is able to explain the strategies used to solve each problem.!Expected criteria for success ∑ Everyone must be able to explain the strategies used to solve each problem. !Evaluation ∑ Best answer within available resources or constraints. Be prepared discuss the strategies used. As a group, you should also process how well you have worked together on this task. Use the idea of A plus/delta ≅: list three things you did well and one thing you could improve. !Individual accountability ∑ One or more group members will be randomly chosen to explain (a) the answer and (b) how to solve each problem. Alternatively, each group member will be asked to explain the group =s answers to a member of another group !Expected behaviors ∑ Active participation, checking, encouraging and elaborating by all group members. !Intergroup cooperation ∑ Whenever it is helpful, check procedure, answer and strategies with another group.An important part of Cooperative Learning is the Group Self-Assessment. A winningteam constantly strives to improve. The process of self-assessment is an effective way tobuild a winning team. Ultimately this leads to a better functioning group. In doing a groupassessment it is very important to focus on the process ∑ that is what the group experienced,felt and thought about while working on the group activity. The Reflector will be responsiblefor collecting the group feedback and completing the assessment. While these evaluationswill be collected, they will not be used in any way to assign grades. It is the Process of Self-Assessment that motivates the group to function better. The Evaluation has two parts:To assess participation and learning , use the following grid to rate yourself on your participation and learning in this exercise. Also give the (whole) group a rating. Use the scale: 0 = Poor, 1 = Fair, 2 = Good, 3 = ExcellentTo assess the process as a group , answer the questions:1. What new factual information did we learn today?2. What are three things we did well in functioning in a cooperative group?3. What difficulties did we encounter that hindered the functioning of our group? How did we solve them?。
英语合作学习好处的作文
英语合作学习好处的作文Cooperative learning is a teaching method that involves students working together in small groups to achieve a common goal. This approach has gained popularity in recent years due to its numerous benefits for students. In this essay, we will explore the advantages of cooperative learning in the context of English language learning.Firstly, cooperative learning promotes active student engagement. When students work together in groups, they are actively participating in the learning process. This is in contrast to traditional teaching methods where students are passive recipients of information. By actively engaging in discussions, debates, and collaborative projects, students are more likely to retain and apply what they have learned.Secondly, cooperative learning enhances communication skills. In an English language learning setting, communication is key. By working in groups, students have more opportunities to practice speaking and listening inEnglish. They can engage in conversations, share ideas, and provide feedback to one another. This constant interaction helps improve their fluency and accuracy in the language.Moreover, cooperative learning fosters a supportive learning environment. In a traditional classroom, some students may feel hesitant or anxious about speaking up or asking questions. However, in a cooperative learning setting, students feel more comfortable expressing themselves as they are surrounded by their peers. They can seek help from their group members and receive immediate feedback. This supportive environment boosts their confidence and encourages them to take risks in their language learning journey.Furthermore, cooperative learning develops critical thinking and problem-solving skills. In group settings, students are often faced with complex tasks and challenges that require them to think critically and find solutions collaboratively. They learn to analyze information, evaluate different perspectives, and make informed decisions. These skills are not only crucial for languagelearning but also essential for their future academic and professional endeavors.Additionally, cooperative learning promotes cultural understanding and empathy. In an increasingly globalized world, it is essential for students to developintercultural competence. By working with peers from diverse backgrounds, students gain exposure to different perspectives, beliefs, and values. They learn to appreciate and respect cultural differences, which enhances their ability to communicate and interact effectively with people from various cultures.Moreover, cooperative learning encourages teamwork and collaboration. In today's interconnected world, the ability to work collaboratively is highly valued. By working in groups, students learn to listen to others, share responsibilities, and work towards a common goal. They develop essential teamwork skills such as leadership, cooperation, and conflict resolution. These skills are not only beneficial in the classroom but also in their future professional lives.Furthermore, cooperative learning improves academic achievement. Numerous studies have shown that students who engage in cooperative learning outperform those who learn individually. When students work together, they can pool their knowledge, skills, and resources to solve problems and accomplish tasks more effectively. They can also provide each other with immediate feedback, which helps identify and address areas of improvement. This collaborative learning approach leads to higher levels of understanding and retention of knowledge.In conclusion, cooperative learning offers numerous benefits for English language learners. It promotes active student engagement, enhances communication skills, fosters a supportive learning environment, develops critical thinking and problem-solving skills, promotes cultural understanding and empathy, encourages teamwork and collaboration, and improves academic achievement. By implementing cooperative learning strategies in the English language classroom, educators can create a dynamic and inclusive learning environment that empowers students tobecome proficient English speakers and effective communicators.。
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EFFECTS OF COOPERATIVE LEARNING WITH DIFFERENT ABILITY GROUPING THROUGH WEB-BASED LEARNING ON WIRELESS NETWORK WITH PERSONAL DIGITAL ASSISTANT (PDA)Wiwat Meesuwan(pp. 1-11)The Asian Conference on Technology in the ClassroomOfficial Conference Proceedings 2011ISSN: 2186-4705Proceedings URL: /actc_proceedings.htmliaforThe International Academic ForumEFFECTS OF COOPERATIVE LEARNING WITH DIFFERENT ABILITY GROUPING THROUGH WEB-BASED LEARNING ON WIRELESS NETWORK WITH PERSONAL DIGITAL ASSISTANT (PDA)Author : Dr.Wiwat MeesuwanAffiliation: Educational Technology and Communications Department, Faculty of Education Naresuan University, ThailandEmail: wiwatm@[The Asian Conference on Technology in the Classroom, June 10-12 2011, Osaka, Japan.]1EFFECTS OF COOPERATIVE LEARNING WITH DIFFERENT ABILITY GROUPING THROUGH WEB-BASED LEARNING ON WIRELESS NETWORK WITH PERSONAL DIGITAL ASSISTANT (PDA)byDr.Wiwat MeesuwanEducational Technology and Communications DepartmentFaculty of EducationNaresuan University, ThailandAbstractThe study of the effect of the cooperative learning with different abilitygrouping through web-based learning on wireless network with personaldigital assistant (PDA) contained four objectives – 1) to develop web-based lessons on wireless network with personal digital assistance (PDA),2) to examine the cooperative learning achievement with different abilitygrouping through web-based learning on wireless network, and 3) toexplore the cooperative learning behavior with different ability groupingthrough web-based learning with personal digital assistant (PDA), andlastly 4) to investigate the students’ satisfaction with web-based learningon wireless network with personal digital assistance (PDA). The resultsshowed that the cooperative learning with different ability groupingthrough web-based learning on wireless network with personal digitalassistant (PDA) was rated“ considerable satisfaction’ and the 85/85effectiveness requirement was met. The post-learning academicachievement was greater than pre-learning academic achievement atstatistically significance .05. Learning behavior in respect of leadership,member role, team working, and desired characteristics was rated ‘highly’.The participants also reported great satisfaction with web-based learningon wireless network with personal digital assistance (PDA).Keyword:Cooperative learning, Wireless Network, Collective Behavior, Personal Digital Assistant (PDA).21. IntroductionIn Thailand, the government has been always aware of the significance on education. Most recently, the National Education Act B.E.2542 had been enacted, and regarded as the beginning of educational reform in Thailand. To enhance and update Thai people’s education, self-learning, and changes in the instructor’s behavior, and student-centered approach have been concentrated. These changes need for sufficient and diverse learning materials that enable the learners to develop self-learning. New educational arrangement is different from that of the past. The collaborative learning is a learning method that enables the students to perceive and aware of their ability increasingly. Sub-group activities give the students the opportunity to build the interpersonal relationship and exchange the knowledge within the group. The collaborative learning process emphasizes the appropriate activities that are in harmony with livelihood, competency, and interesting among learners.With the great amount of technological changes, many educational institutions have applied the information and communication technology (ICT) to the computer labs and classrooms, which computer system installation has been standalone and network linkage with workstations. Despites effectiveness of the installation, it has some limitation on access to the information by users. Computer labs can be used during learning period only while the classrooms are unable to all the users to use the services throughout a day or week because the computer labs and classroom are not potential sufficient to manage the whole systems. With the wireless technology advancement, especially in the educational service and renovation where data can be accessed anywhere anyway fast and more economic, the wireless architectural design that data can be transmitted with wireless accessories, the wireless networks have been adopted to deal with learning environment in the way that meets learning and teaching effectively. In addition, it generates the freedom on learning widespread in both public and private schools. The learners at any level can access the wireless network through internet and portable computers, dormitory, library, and other places outside.However, to fulfill the pedagogical models and procedures that meet the learner’s highest demand, it’s quite necessary to create the pleasant learning climates and environment that learners are encouraged to seek for additional knowledge, and open the opportunity that learner can wok together achieving the common goal of learning. It also improves student’s academic performance and thinking skills, positive attitude toward learning that improves the work performance through collaborative learning activities. Therefore, the development of3web-based lessons on wireless network with personal digital assistance (PDA) and appropriate learning method can improve learning potential properly and catch up with the borderless globalization where the multimedia can be applied in learning and teaching efficiently.For reasons mentioned above, the researcher was of the interest to investigate the effects of the collaborative learning and collaborative learning behavior with different ability grouping through web-based learning on wireless network with personal digital assistant (PDA)2. ObjectivesThe study was aimed to1. To develop web-based lessons on wireless network with personal digital assistant (PDA)2. To examine the academic achievement before and after treatment of cooperative learning with different ability grouping through web-based learning on wireless network with personal digital assistant (PDA)3. To investigate the cooperative learning behavior with different ability grouping through web-based learning on wireless network with personal digital assistant (PDA)4. To explore the satisfaction with learning behavior with different ability grouping through web-based learning on wireless network with personal digital assistant (PDA)3. ScopeThe scope of the study covered the following.1. Syllabus on developing the web-based lessons on wireless network with personal digital assistant (PDA) – including three major components; content, presentation techniques, and guidelines and linkage2. Samples included three educational technology and computer specialists in developing the web-based lessons on wireless network with personal digital assistant (PDA). In experimental stages, the Educational Technology and Computer Education students, Educational Technology and Communications Department, Faculty of Education, Naresuan University, study in the 2nd semester 2010. Grade Point Average (GPA) was used to categorize the group; proceeding from maximum to minimum. Students were divided into three groups – ‘Excellent Performance”, “Moderate performance”, and “Poor performance” as to average4scores. Random sampling was done by drawing a lot one person from ‘Excellent Performance’ group, one from “Moderate Performance” group, and one from “Poor Performance” group to obtain the sub-group that included three students from three different groups at ratio 1:1:1 respectively.3. Instruments and programs used to develop the web-based lessons on wireless network included personal digital assistance (PDA) and HTML Editor Web Application4. Content – lesson content designed by researcher, the studio photographing of persons employed to develop the web-based lessons on wireless network included personal digital assistance (PDA) consisted of the introductory knowledge of studio photography and equipments, and studio lighting techniques.4. Methodology4.1 Developing the web-based lessons on wireless network with PDA.The researcher studies basic information by studying information from documents, analyzing to be web-based learning on wireless network with personal digital assistant (PDA). This stage, bringing primary information to analyze and find appropriate format with 3 components which are content, technique of presentation and network. The learning development on wireless network with personal digital assistant (PDA) can find efficiency in students who are very close to sample groups for making errors and making a correct completely. There are 15 students are tested to find efficiency of learning on wireless network with personal digital assistant (PDA) to be made high efficiency level 85/854.2 Comparative experiment of achievement and satisfaction with cooperative learning with different ability grouping through web-based learning on wireless network with PDA. Based on fundamental data investigation, the researcher explored the document and analysis was conducted to obtain the web-based lessons on wireless network with PDA and to summarize the appropriate models in three areas; content, presentation techniques, and guideline and linkage. The models of web-based lessons on wireless network with PDA were synthesized to make appropriate adjustment for collaborative learning. The researcher did survey the need for content learning and construction, developed the web-based lessons on wireless network to determine the learner’s effectiveness and identify the errors, and further makes a correction. Experiment was treated with fifteen students to determine the effectiveness5of learning and teaching through wireless network with PDA that was established in accordance with 85/85 effectiveness requirements.4.3 Comparative experiment of achievement and satisfaction with cooperative learning with different ability grouping through web-based learning on wireless network with PDA After having developed the effective web-based lessons on wireless network with PDA by cooperative learning, having it tried with academic achievement and evaluating learner’s satisfaction. The student orientation was carried out with student participants who would learn through such web-based lessons, gave the instructions and introducing the operation of PDA.The collaborative learning method through wireless network with PDA composed of the following stages.Stage 1 PreparationGrade Point Average (GPA) was used to categorize the group; proceeding from maximum to minimum. Students were divided into three groups – ‘Excellent Performance”, “Moderate performance”, and “Poor performance” as to average scores. Random sampling was done by drawing a lot one person from ‘Excellent Performance’ group, one from “Moderate Performance” group, and one from “Poor Performance” group to obtain the sub-group that included three students from three different groups at ratio 1:1:1 respectively , totaling 10 sub-groups, and introducing the group rule, member role and responsibility, and informing the objectives and activityStage 2 InstructionIntroducing the lessons was conducted by pre-testing, introducing the web-based lessons on wireless network with PDA, and assigning tasks to each group.Stage 3 Group ActivityThis stage involved group teaching which each group assumed roles and assignment tasks. Behavioral observation was made by researcherStage 4 Verifying and TestingInspection was made to student’s performance on tasks assigned. Individual and collective works were focused.Stage 5 Summarizing and EvaluatingInstructor and students collaboratively summarize the lessons and post-testing.6After completion of learning and teaching and academic achievement measurement, the evaluation of the student’s satisfaction with cooperative learning with different ability grouping through web-based learning on wireless networks with PDA was then conducted. Learner’s cooperative learning behavior appraisal was carried out to understand the learner’s opinion, team work skills and behavior; learner’s feeling toward collaborative learning with different ability grouping through web-based learning on wireless networks with PDA5. Results5.1 The results showed that the evaluation web-based learning on wireless networks with PDA by three specialists were high level and cooperative learning with different ability grouping through web-based learning on wireless network with personal digital assistant (PDA) was high with effectiveness (E 1/E 2) 85.78/85.33 in accordance with the effectiveness 85/85 requirement.Table 1: The results of effectiveness (E 1/E 2).5.2 Groups that were given treatment with cooperative learning with different ability grouping through web-based learning on wireless network with personal digital assistant (PDA) showed academic achievement before learning (9.93) and academic achievement after learning (18.86). Given statistical test, the post-learning academic achievement was greater than pre-learning academic achievement at statistically significance at .05.Table 2: The results of average score in Before learning and After learning.Scoren SD t p Before learning30 9.93 3.18 10.27 *.000 After learning 30 18.86 4.09 * S tatistically significance at .055.3 Cooperative learning behavior with different ability grouping through web-based learning on wireless network with personal digital assistant (PDA) showed that leadership role,DescriptionNumber of Learners Full Scores Total Scores Effectiveness Test scores during learning(E 1)15 30 386 85.78Test scores after learning (E 2)15 30 384 85.33 7member role, team work process, and desired characteristics was considerable totally (M = 3.98)5.4 Average satisfaction scores on cooperative learning with different ability grouping through web-based learning on wireless network with PDA was great (M = 4.02). The samples reported most satisfaction for mobility, portability, and convenience.6. DiscussionIn present study, the effect of the cooperative learning with different ability grouping through web-based learning on wireless network with PDA could be discussed in four parts.Part 1 - Developing the web-based lessons through wireless network with PDA. Developing the web-based lessons developed by researcher, through wireless network with PDA involved examining the related documents and online lesson design and development. As such, the web-based lessons could be applied to learning and teaching through multimedia presentation, along the wireless network that learners can connect the network computer for sharing the information. The PDA is an effective tool that learner can carry independently and use everywhere outside traditional classroom, and develop the interpersonal relationship with other learners. With diverse functions and properties of the PDA, it can be applied to learning process and learning environment that meets the student-centered learning method and independent learning. Consistent with Warmack (Warmack, 2005: Online), stating that the use of PDA on wireless network is to boost the collaborative learning where learners are allowed to access a multitude of services rapidly and conveniently from various sources in the university. The learners can seek for information from library and internet while sharing information can be done through wireless network connection. In this study, the learners can use the PDA for internet access more effectively. With initial training, the learners are allowed to practice operating the PDA before actual operation which was a situation set up by researcher in collection process. Consistent with Singh (Singh, 2005: Online), citing that the PDA facilitates learning vigorously. The learners can record information on the PDA and share information among learners and teachers through wireless network. In addition, the PDA can be used as tool to present the works.Part 2 – Comparison on academic achievement with cooperative learning with different ability grouping through web-based learning on wireless network with PDA.Comparative results of academic achievement for cooperative learning with different ability grouping through web-based learning on wireless network with PDA indicated that post-learning academic achievement was greater than pre-learning academic achievement at statistically significant .05, consistently with the assumption stipulated by researcher. The researcher-developed web-based lessons and activities for cooperative learning with different ability grouping through web-based learning on wireless network with PDA were appropriate and effective. This is a way of learning because it brings forth the effective learning and can be applied in the teaching and learning context. The cooperative learning which mixed grouping techniques were applied was to categorize the learner into sub-groups which consisted learners with varying academic performance – ‘excellent’, ‘moderate’, and ‘poor’. This learning method could reduce problems pertaining to normal grouping of learners. The learners with the same performance, same ability, or familiarity aggregated as group. In particular, the learners with higher academic performance stimulated those learners with lower academic performance to gather around together. This may lead to the great difference in academic results of the learners. The learners with lower academic performance may be unable or lesser to help each other, resulting that they were discouraged or even boredom in learning. However, the mixed group cooperative learning technique required for assistance among group members; explain the learners with weak understanding to better understand the lessons, leading to social skills and the awareness of self-esteems. Addition, it develops the unity, order, and self-responsibility, self-confidence and courage. More importantly, the learners prefer the mixed group cooperative learning because it’s exciting and amusing in learning, able to help other friends, improved confidence in learning. In present study, the cooperative teaching process was definite.Part 3 Evaluating the cooperative learning behavior with different ability grouping through web-based learning with personal digital assistant (PDA).Self-evaluation by learner and the observation by researcher for cooperative learning behavior were rated greatly because mixed grouping and team work skills produced the continuous learning process, counseling, and assistance during the period of sharing the experiences and knowledge. The more excellent learner helps the weaker learners. In turn, the weaker learner tries to impose the questions on activities. Learning with PDA also generatesthe pleasant learning climates. The feeling toward PPA operation results to team work skills while the learners perceive themselves as new beginner. This kind of grouping provides learning through sharing, opens the opportunity for learners to ask the questions, and more discusses with the instructors. It’s a learning which students can share ideas. Consistently with Roger (Roger 1985, 146) saying “learning and working informally among group members with different competency brings about the trust, help, and reduce the shame and embarrassment, but more encouraged to express the ideas and comments. Thus, cooperative learning behavioral expression was rated greatly. In addition, the basic components of cooperative learning enables the learners to improve social skill, adaptation, respect each other; jointly solve the problems with others and the opportunity to explain the things. (Johnson, 1985). Cooperative learning enhances higher academic achievement of the learners, improved human relationship among learners that leads to the preferable learning environment, better understanding and happy work, self-confidence, self-directing, responsible and group process skills more effectively.Part 4 Learner’s satisfaction with cooperative learning behavior with different ability grouping through web-based learning with personal digital assistant (PDA).The Satisfaction Questionnaires were used to measure the satisfaction of learners that were treated with the cooperative learning through web-based lessons on wireless network with personal digital assistance (PDA). The subjects showed interested in the cooperative learning through web-based lessons on wireless network with personal digital assistance (PDA) because it made the learner make sense of new experience, knowledge, and amusement in learning. Consequently, the learning was developed in both classroom and outside classroom. The PDA is movable, portable, and convenience of use, the PDA start-up operation is quicker than general computers. The learners broaden their knowledge in operating the portable, lightweight, colorful machines that meet the work requirement speedily. It also provides various computer applications those results in the ease of learning, reading, and understanding. The menu can be viewed back and forth. With new experience of running the operating system on Windows, the learners make sense that the use of programs is easy. Consistent with Kinshuk (Kinshuk, 2003: Online), saying that ‘learning through wireless network with PDA involves the ability in operating the mobile equipment to access the sources of learning in diverse learning environments. The PADD can access to the internet conveniently and fast. Consistent with Dye Solstad and Odingo (Dye; Solstad; & O dingo. 2003: O nline) stating that learning through wireless network with PDA is part of distant learning. It opens theopportunity that learners and instructors access the learning sources through wireless system. Advantageously, it’s independent in term of time and space.7. ReferenceJohnoson, R.T., Johnson, D.W & Stanne, M.B. (1985) Effects of Cooperative, Competitive and individualistic Goal Structures on Computer-Assited Instruction. Journal ofEducational Psychology, 77(4) 668-677.Dye, Aleksander; Solstad, Bjorn-Egil; & Odingo, Joe A. (2003). Mobile Education – A Glance at the Future. Retrieved July 01, 2003, from /forskning/mobile_education.pdfKinshuk, Suhonen J. (2003). Mobile Technologies in Support of Distance Learning. Asian Journal of Distance Education. 1(1): 60-68Roger,D (1985). Adolescent and Yout. New Jersey: Prentice-Hall.Singh, Gurminder. (2005). Collaborating Note Taking. Retrieved May 14, 2006, from /publications/fxpal-pr-04-269.pdfWarmack, Adrienne. (2005). A PDA-Based Tool for Collaborative Design. Retrieved May 14, 2006, from /dmgftp/publications/pdfs/cscw97-mdg.pdf。