The Application of Cooperative Learning in Junior High School English Teaching

运城学院外语系 2015届本科生毕业论文

论文题目The Application of Cooperative Learning in

Junior High School English Teaching 作 者 王 珊 珊

专 业 英 语 班 级 1105 指导教师（职称） 李燕（讲师） 论文完成时间 2015年5月20日

运城学院外语系 I

The Application of Cooperative Learning in Junior High School English Teaching Abstract: The new curriculum proposed that junior high school English teaching should "inspire students' interest, help them to build up confidence, form good habits, develop effective learning strategies and cultivate their self-independent spirit of cooperation" and put these in the first place. While, at present, the junior high school English teaching in China is teacher-centered which overly pay attention to grammar and vocabulary teaching? It is not beneficial to help students form good learning habits and grasp effective learning strategies. Cooperative learning is a kind of teaching strategy that promote students' mutual cooperation in the heterogeneous group and realize a common learning objective. The assessment of students‟ achievements is based on the performance of the whole group. Cooperative learning helps to activate class atmosphere, improve students‟ achievements and train students‟ non-cognitive quality. Based on the theory of cooperative learning, an teaching experiment and a questionnaire survey were conducted to test the effectiveness of cooperative learning in junior high school English teaching. The students were from two classes of No.6 High School in Jiujiang of Jiangxi Province. One class was the experimental class, in which cooperative learning was applied; the other was the control class which was taught by the traditional method. In the experimental classes, optimized mode of cooperative learning was adopted; cooperative lingual classroom was carried out. There were many communicative activities, such as games, exchanging information, role playing, group discussion and debate. Student is the center and main body of the whole activity. The results of the experiment show that after using the cooperative learning method, students‟ English competence in the experimental class has been improved significantly compared with the control class. Moreover, the results of questionnaire have shown that the attitude of student have changed a lot. The cooperative learning awareness of students have obviously improved, they take a positive attitude towards cooperative learning and attach importance to the application of cooperative learning after the experiment. II

Teachers should give students enough guidance and training, so they can understand the teaching objects and actively participate in group activities. Thus, their English proficiency level can be improved. Keywords: cooperative learning; learning interest; junior high school English teaching III 小组合作学习在初中英语教学的应用 摘 要: 新课标中指出“把激发和培养学生的兴趣，使学生树立信心，养成良好的习惯和形成有效的学习策略，发展自主合作精神”放在首位。目前，我国初中英语教学长期以来偏重语法、词汇的传授，这种以教师为中心的教学模式，已不适应时代发展的需要，这不利于学生养成良好的学习习惯和形成有效的学习策略。 合作学习是一种旨在促进学生在异质小组中互动合作，达成共同的学习目标，并以小组的总成绩奖励为依据的教学策略体系。它有助于活跃教学气氛，提高学生成绩，培养学生非认知品质。本研究依据小组合作学习理论，采用教学实验和问卷调查的方法将合作学习应用于初三英语教学，目的在于检验合作学习法在初中英语教学的有效性。该实验采用对比性研究方法，包括一个实验班，采用合作式教学，一个控制班，进行传统的教学，实验对象为江西省九江市第六中学初三学生。在实验班，采用优化了的合作教学模式，积极开展合作式语言课堂，采用许多交际性活动，如游戏，交换信息，角色扮演，小组讨论与辩论等。整个教学实践学生都是课堂活动的中心和主体。实验结果表明采用合作学习法后，实验班比对比班的成绩有显著提高。调查问卷结果表明：学生的合作学习意识明显提高，对合作学习采用积极肯定的态度。 教师应该重视合作学习法在英语教学的应用，应给予学生足够的指导和训练，是他们能够更好地理解教学目的积极参与小组活动，提高学生的英语水平。 关键字：小组合作学习；学习兴趣；初中英语教学 IV

Contents 1.Introduction ............................................................................... 错误！未定义书签。 1.1 Research background ........................................................................................ 1 1.2 Significance and Purpose of the Present Study................................................. 2 1.3 Overview of the Thesis ..................................................................................... 2 2.Literature Review........................................................................................................ 2 2.1 Definition of cooperative learning .................................................................... 2 2.2 Theocratical Framework ................................................................................... 3 2.3 Concept of Cooperative Learning ..................................................................... 6 2.4 Previous Studies on Interactive Teaching Approach at Home and Abroad...... 8 3.Research Design........................................................................................................ 10 3.1 Research Questions ......................................................................................... 10 3.2 Subjects ........................................................................................................... 11 3.3 Instruments ...................................................................................................... 11 3.4 Procedures ....................................................................................................... 12 3.5 Data Collection and Analysis.......................................................................... 12 4.Result and Discussion ............................................................................................... 13 4.1. Result the Pre-test and the Post-test ............................................................... 13 4.2 Result of Questionnaire................................................................................... 15 4.3. Analysis of Cooperative learning................................................................... 18 4.4 suggestions ...................................................................... 错误！未定义书签。 5. Conclusion ............................................................................................................... 20 5.1Major Findings ................................................................................................ 20 5.2 Pedagogical Implication.................................................................................. 21 5.3 Limitations of the Study and Recommendations for Further Research .......... 21 Acknowledgments........................................................................................................ 22 Bibliography ................................................................................ 错误！未定义书签。 Appendix I Test Paper .............................................................................................. 24 Appendix II Questionnaire ........................................................................................ 35