本科畢業(yè)論文-淺談中國小學的英語合作學習

畢業(yè)論文英文論文題目COOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINA中文論文題目淺談中國小學的英語合作學習姓名學號學習中心河北滄州黃驊奧鵬學習中心專業(yè)英語（師范方向）指導教師張楓二一四年二月OUTLINE1THEBACKGROUNDOFLEARNINGMETHOD11THENECESSITYOFLEARNINGENGLISH12EDUCATIONALENVIRONMENTANDPROBLEMSOFPRIMARYSCHOOLENGLISH13COOPERATIVELEARNINGMODELWASPROPOSED2INTRODUCETHECOOPERATIVELEARNINGOFENGLISH21THEIDEAOFCOOPERATIVELEARNING22THEFORMOFCOOPERATIVELEARNING23SCHOLARSAGREEWITHCOOPERATIVELEARNING24THESTUDENTSAREPROMOTEDINTHECOOPERATIVELEARNING25COOPERATIVELEARNINGENGLISHISFITFORCURRICULUMSTANDARDS3THEFEATURESOFCOOPERATIVELEARNING31LETEVERYSTUDENTLEARNTOSEIZEOPPORTUNITIES32LETEACHSTUDENTDEVELOPHISOWNPERSONALITYANDGETAREASONABLEDEVELOPMENT33LETEVERYSTUDENTLEARNTOCOOPERATE4HOWTOCONDUCTGROUPWORK41DIVIDEDINTOTHEGROUPSWELL42CLEARMANDATE43CONDUCTACTIVITIES431THECOMPETITIONMETHODWITHGAMESINTHEGROUP432ACTOUTTHEDIALOGUEINGROUPS44REASONABLEASSESSMENT5SOMEPROBLEMS51STUDENTSDONOTTAKETHEINITIATIVETOCOOPERATE52STUDENTPARTICIPATIONISNOTBALANCEDCONCLUSIONBIBLIOGRAPHYTHESISSTATEMENTENGLISHISAVERYPRACTICALSUBJECT,ANDUSINGENGLISHFORCOMMUNICATIONISAMAINEXPRESSIONINPRACTICEPRIMARYENGLISHTEACHINGSHOULDDEVELOPSTUDENTSINTERESTINLEARNINGENGLISHIMPROVETHEIRENGLISHCOMMUNICATIONABILITY,WHICHISTHEMAINTASKCOOPERATIVELEARNINGFORITSCOOPERATION,FUN,COMPETITIVEADVANTAGESISWIDELYUSEDINENGLISHTEACHINGINPRIMARYSCHOOLINTHISARTICLE,THEAUTHORATTEMPTSATTEACHINGBYHERSELFTOTALKABOUTCOOPERATIVELEARNINGOFENGLISHITISFITFORENGLISHTEACHINGINPRIMARYSCHOOLSANDITISONEOFTHEBESTWAYSANDCOOPERATIVELEARNINGINTEACHINGEMBODIESSEVERALFEATURESINTHISPROCESS,THEWRITERTRIESTOFINDOUTTHEBESTWAYOFCOOPERATIVELEARNINGMETHODSINPRIMARYSCHOOLSINENGLISH,ASWELLASSEVERALPROBLEMSINCOOPERATIVELEARNINGWHICHAREALSODISCUSSEDINTHISPAPERKEYWORDSCOOPERATIVELEARNINGENGLISHPRIMARYSCHOOLCHINA關鍵詞合作學習英語小學中國COOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINACHAPTERTHEBACKGROUNDOFLEARNINGMETHOD11WITHTHECONTINUOUSDEVELOPMENTOFECONOMY,CHINASINTERNATIONALSTATUSISRISINGINORDERTOCONTACTTOTHEINTERNATIONALCOMMUNITY,ENGLISH,ASANINTERNATIONALCOMMONLANGUAGE,BECOMESMOREANDMOREWIDELYUSEDINCHINAINORDERTOLAYASOLIDFOUNDATION,ANDFOLLOWTHERULESOFLEARNINGLANGUAGE,STUDENTSBEGINTOLEARNENGLISHSINCETHEYAREINPRIMARYSCHOOLSMEANWHILE,LEANINGENGLISHHASALOTTODOWITHLEARNINGMETHODS12INTHEPRESENTOFEDUCATIONALENVIRONMENT,THEREAREALOTOFSTUDENTSINTHESAMECLASSLARGECLASSTEACHINGISTHEFEATUREFULLTIMEENGLISHTEACHERSOFPRIMARYSCHOOLTEACHMORETHANSIXTYSTUDENTS,SOMETIMESEVENMOREINCLASS,THETEACHERSONLYSAYBYTHEMSELVES,ANDTHISMETHODISNOTSUCCESSFULTHESTUDENTSAREFORCEDTOLEARNENGLISHANDASKEDTORECITEWORDSANDSENTENCESWITHOUTRULESTEACHINGPRACTICEHASPROVEDTHISMODELDOESNOTFITTHENEWENGLISHCURRICULUM,ANDGRADUALLYEXPOSESSOMEPROBLEMSONTHEONEHAND,SOMESTUDENTSHATELEARNINGENGLISHONTHEOTHERHAND,POLARIZATIONISWORSEANDWORSE13INORDERTOCHANGETHEOLDTEACHINGPATTERN,ENCOURAGEANDTRAINSTUDENTSINTERESTSINLEARNINGENGLISHIFINDCOOPERATIVELEARNINGISONEOFTHEBESTWAYSINPRIMARYSCHOOLDURINGTHISPROCESS,INOTONLYPRACTICEBUTALSOSTUDYENGLISHINTEACHINGTHEREFORE,ICANIMPROVETHEEFFICIENCYOFENGLISHTEACHINGINPRIMARYSCHOOLCHAPTERCOOPERATIVELEARNINGOFENGLISH21“COOPERATIVELEARNING,“WHICHISATEACHINGMODELITISBASEDONCLASSROOMBASEDTEACHINGORGANIZATIONUNDERTHISPREMISE,COOPERATIONIDEASISTHESOUL,AND“TEAMTEACHING“ISANIMPORTANTFORMOFORGANIZATIONBYCARRYINGOUTCOOPERATIVELEARNINGGROUPS,PLAYINGANACTIVEFUNCTIONINGROUPSANDIMPROVINGTHEINDIVIDUALSMOTIVATIONANDABILITYTRULYMAKEENGLISHTEACHINGBECOMEACOMMUNICATIVECOOPERATIONPROCESS22ACOOPERATIVELEARNINGTEACHINGENGLISHINPRIMARYSCHOOLSCARRIEDOUTMAINLYINSMALLGROUPS,WHICHISCALLEDCOOPERATIVELEARNINGGROUPSTHESOCALLEDCOOPERATIVELEARNINGGROUPSUSUALLYCONTAIN46STUDENTSINEACHGROUPSTUDENTSAREDIVIDEDACCORDINGTOTHEIRMARKS,ABILITIES,ANDPERSONALITIESEACHRECONSTITUTEDGROUPWILLBETHEBEST23MANYSCHOLARSBELIEVECOOPERATIVELEARNINGINGROUPSISANADAPTATIONOFAVARIETYOFLEARNINGSTYLESANDITCANPROMOTETHESTUDENTSTOJOINITACTIVELY,ANDITISALSOTHEMOSTPOPULARANDMOSTEFFECTIVEMETHODASEARLYAS1979,AMERICANEDUCATIONALEXPERTSJOHNSONDISCUSSEDTHEVARIOUSBENEFITSOFTHISAPPROACHCOOPERATIVEGROUPMEMBERSCANGRADUALLYFORMEDASUPERBCONCEPTLEARNINGSTRATEGIES,ANDTHEMEMBEROFGROUPSCANEXPLOREMOREEFFECTIVEINFORMATIONFROMOTHERSSOTHEMEMBERSCANGETMOREUSEFULMATERIALSINLESSTIMEATTHATTIME,SOMESOCIALTEACHINGADVOCATESTHOUGHT,THEREWASALINKBETWEENTHEFORMATIONOFCOOPERATIVESOCIALBEHAVIORANDTHEDEVELOPMENTOFSKILLSANDKNOWLEDGE,SOTHEYUSEDTHEFORMSOFCOOPERATIVELEARNINGWHICHGRADUALLYDEVELOPEDINTOATEACHINGTHEORYANDTACTICALSYSTEMBASEDONTHEFOLLOWINGSIXTHEORIESGROUPDYNAMICTHEORY,WHICHWASINVENTEDBYGERMANYPSYCHOLOGISTKLEWIN,ITTHOUGHT,THEGROUPISBASICALLYADYNAMICGROUPWITHTHEIRMEMBERSMUTUALDEPENDENCECHANGINGCONTINUALLYINSIDE,ANYMEMBERSCONDITIONCANCAUSETHECHANGINGOFOTHERMEMBERSCONDITION,ANDTHEINTENSEINSIDECONDITIONCANMOTIVATETHEGROUPTOREACHCOMMONANTICIPATEDAIMSSOCIALCOHESIVENESSTHEORYITWASSIMILARTOGROUPDYNAMICTHEORYITINTERPRETEDTHETEACHINGEFFECTOFCOOPERATIVELEARNINGFROMTHEASPECTOFMOTIVATIONHOWEVER,ITSEMPHASISISMEMBERSSHOULDCARETHEGROUPTHEONEWASCOMPLEXLEARNINGTHEORYRISINGINFOREIGNCOUNTRIESCONSTRUCTIVISMITSAIDKNOWLEDGEW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STOUSEAVERYSHORTPERIODOFTIMEANDCOORDINATEMETHODOFCOOPERATION,TOIMPROVETHEEFFICIENCYOFCOOPERATIVELEARNINGGROUPSMEANWHILE,INTHEUSUALLEARNING,WESHOULDCULTIVATEGOODHABITSOFCOOPERATIVELEARNING,SUCHASGOODSTUDYHABITSOFCOOPERATION,LISTENINGCAREFULLYTOTHEOPINIONSOFOTHERSHABITS,POSITIVEPRACTICE,HANDSONOPERATIONSANDOTHERHABITSASARESULT,SOMETASKSARERECESSIVEANDSOMETASKSARERECESSIVE,SOFINISHINGEVERYTASKISTODEVELOPTHESTUDENTSABILITYCOOPERATIVELEARNINGGROUPSISAPROCESSTODEVELOPALLKINDSOFABILITY43CONDUCTACTIVITIESTHEPURPOSEOFCOOPERATIVELEARNINGGROUPSISTOMAKEEVERYONEINVOLVEDINTHELEARNINGPROCESSEVERYONEFEELSJOYOFSUCCESSWEMUSTDEALWITHTHERELATIONSHIPBETWEENEUGENICSANDSTUDENTSWITHLEARNINGDIFFICULTIESOTHERWISEWECANNOTACHIEVEOUROBJECTIVES,ITWILLEXACERBATETHEPOLARIZATIONEUGENICSAREBETTER,POORSTUDENTSAREWORSEEACHSTUDENTHASTHEIROWNRESPONSIBILITIESINTHEACTIVITIESBOTHTHEYAREPARTICIPANTS,BUTALSOTHEYARETHEORGANIZERITBRINGSEQUALITYANDCOOPERATIONTOEVERYSTUDENTANDTHEYAREGLADTOLEARNINLIMITEDTIMEITCANACHIEVETHEBESTLEARNINGEFFICIENCYFOREXAMPLE,DURINGTHETEACHING,TEACHERSCANUSEACTIVITIESTOPROMOTETHETEACHING431ACCORDINGTOTHETEACHINGCONTEST,THETEACHERSCANUSEGAMESTODESIGNTHISSITUATIONITCANENCOURAGESTUDENTSTAKEPARTINLEARNINGINPSYCHOLOGY,THEGAMEISINLINEWITHTHECHARACTERISTICSOFCHILDRENTHEYAREINTERESTEDINGAMESPLAYINGGAMESCANMAXIMIZETHESTUDENTSENTHUSIASMANDINITIATIVEITCANMAKETHELESSONSBECOMEACOLORFULSTAGE432ACTINGTHEDIALOGUEBYTHEGROUPSISALSOONEOFGOODWAYSTHEREISADIALOGUEINEVERYUNITINTHETEXT,ANDTHEDIALOGUEISSIMILARTOOURLIFEWHENTHESTUDENTSFINISHLEANINGIT,THETEACHERLETTHEMMAKEUPANEWDIALOGUETOGETHER,ANDTHEDIALOGUESHOULDHAVETIESWITHTHEIRLIVESORTHEIRSTUDYTHEMEMBERSOFTHEGROUPSMAKEUPANEWDIALOGUEACCORDINGTOTHETEXT,ANDTHEYSHOWINFRONTOFTHECLASSAFTERTHEYACTITONEBYONE,THETEACHERANDTHESTUDENTSCHOOSETHEBESTGROUP,ANDTHENTHESTUDENTSCHEERUPTHEGROUPORADDTHEPOINT44REASONABLEASSESSMENTEVALUATIONSHOULDBEBASEDONTHEOVERALLTEAMSCOREOFEVALUATIONBASISSYSTEMATICINVESTIGATIONEXPLORESTHERELATIONSHIPBETWEENTHEVARIOUSDYNAMICFACTORSINTHETEACHINGPROCESS,ANDWEENCOURAGESTUDENTSTOMAKEALLPOSSIBLEEFFORTSTOACHIEVECOMMONLEARNINGGOALSGERMANEDUCATORDIESTERWEGSAID“THEARTSSKILLSEDUCATIONTOINSPIRE,AWAKENANDINSPIRE“INTEACHING,TEACHERSSHOULDADHERETOTHEEVALUATIONTHROUGHOUTTHECOOPERATIVELEARNINGACTIVITIESFORMATIVEASSESSMENTANDSUMMATIVEASSESSMENTCOMBINEDTOINSPIREINTERESTINLEARNINGANDMOTIVATIONASTHEMAINPURPOSEWEPROTECTTHESTUDENTSSELFESTEEM,MOTIVATIONTHROUGHAVARIETYOFINCENTIVESLANGUAGEATTHEENDOFTHEGROUP,FIRSTSHOWOFHANDSBYTHEEVALUATIONTEAM,ANDTHENTHETEACHERREVIEWS,ANALYZESTHEIRADVANTAGESANDDISADVANTAGESTHETEAMRECORDERMAKESARECORDACCORDINGTOTHECASERECORDSOFEACHTEAM,THEREFERENCEGROUPSTOPTHERESULTSASUMMARYOFTHESTAGEFIRST,SECOND,THIRDORASSESSMENTOFTHEMOSTACTIVEGROUP,THEMOSTDISCIPLINEDTEAM,THEBESTTEAMOFGOODJOBSWEPRIZESINEACHGROUPASFARASPOSSIBLE,TOMAINTAINTHEENTHUSIASMOFTHEGROUP,WHILEENABLINGTHEMTOSEETHEIROUTSTANDINGEFFORTSANDFUTUREDIRECTIONSCHAPTERSOMEPROBLEMSDURINGTHEPROCESSOFRESEARCHANDPRACTICE,WEHAVESOMEPROBLEMS51STUDENTSDONOTTAK