合作語(yǔ)言教學(xué)法省公開(kāi)課一等獎(jiǎng)全國(guó)示范課微課金獎(jiǎng)?wù)n件

CooperativeLanguageLearning1/14ContentsDefinitionofCLLTheoreticalbackgroundofCLLDesignConclusions2/14CooperativeLanguageLearning(CLL)ispartofamoregeneralinstructionalapproachalsoknownas

CollaborativeLearning(CL)Cooperativelearningisgrouplearningactivityorganizedsothatlearningisdependentonthesociallystructuredexchangeofinformationbetweenlearnersingroupsandinwhicheachlearnerisheldaccountableforhisorherownlearningandismotivatedtoincreasethelearningofothers.(OlsenandKagan1992:8)Definition3/14Communicativeapproach

IntheESLclassroom,CLLisseenasanextensionofCommunicationLanguageTeachingthattendstobemorelearner-centered.TheoreticalBackground4/14ConstructivismJohnDewey(1913)isusuallyconsideredtohavefoundedthetheoryofconstructivism;hedisapprovedofapproachesthatsawstudentssimplyasrecipientsoftheteacher’sknowledgebutfavoredmethodsthatallowedstudentsto“constructtheirownknowledgethroughexperienceandproblemsolving”(Larsen-Freeman&Anderson,p.151).

5/14TypesoflearningandteachingactivitiesFormalcooperativelearninggroups:Theselastfromoneclassperiodtoseveralweeks.Theseareestablishedforaspecifictaskandinvolvestudentsworkingtogethertoachievesharedlearninggoals.Informalcooperativelearninggroups:Thesearead-hocgroupsthatlastfromafewminutestoaclassperiodandareusedtofocusstudentattentionortofacilitatelearningduringdirectteaching.Cooperativebasegroups:Thesearelongterm,lastingforatleastayearandconsistofheterogeneouslearninggroupswithstablemembershipwhoseprimarypurposeistoallowmemberstogiveeachotherthesupport,help,encouragement,andassistancetheyneedtosucceedacademically.6/14OlsenandKagan(1992)proposethefollowingkeyelementsofsuccessfulgroup-basedlearninginCL:PositiveinterdependenceGroupformationIndividualaccountabilitySocialskillsStructuringandstructures7/14Coelho(1992b:132)describesthreemajorkindsofcooperativelearningtasksandtheirlearningfocus,eachofwhichhasmanyvariations.1.Teampracticefromcommoninput–skillsdevelopmentandmasteryoffacts2.Jigsaw:differentiatedbutpredeterminedinput–evaluationandsynthesisoffactsandopinions.3.Cooperativeprojects:topics/resourcesselectedbystudents–discoverylearning8/14Three-stepinterviewRoundtableThink-Pair-ShareSolve-Pair-ShareNumberedHeadsCooperativelearningActivities

9/14Learnerroles

Theprimaryroleofthelearnerisasamemberofagroupwhomustworkcollaborativelyontaskswithothergroupmembers.Learnershavetolearnteamworkskills.Learnersarealsodirectorsoftheirownlearning.Theyaretaughttoplan,monitor,andevaluatetheirownlearning,whichisviewedasacompilationoflifelonglearningskills.Thus,learningissomethingthatrequiresstudents’directandactiveinvolvementandparticipation.10/14TeacherrolesTheroleoftheteacherinCLLdiffersfromtheroleofteachersintraditionalteacher-centeredlesson.Theteacherhastocreateahighlystructuredandwell-organizedlearningenvironmentintheclassroom,settinggoals,planningandstructuringtasks,establishingthephysicalarrangementoftheclassroom,assigningstudentstogroupsandroles,andselectingmaterialsandtime.

11/14ConclusionsAdvantagesCLLemphasizesstudent-centeredteaching.Itmakesclassactive.Itbenefitsstudentsfordevelopingtheircommunicativecompetencethroughsociallystructuredinteractionactivities.12/14DisadvantagesSomequestioneditsusewithlearnersofdifferent