浅谈小组合作学习在初中英语课堂教学中的应用 .docx

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1、ContentsChines Contents2English Contents31. Introduction4l.1 BackgroundInformationofResearch41.2 PurposeandSignificanceofResearch42. LiteratureReview52.1Previous Studies on the Group Cooperative Learning52.2TheBasicTheoryofGroup CooperativeLearning63. Research Methodology73.1 Subjects73.2 Research Q

2、uestions83.3 Research Method84. The Application of Group Cooperative Learning in Junior English Teaching94.1 Teachers Guiding Strategies in Group Cooperative Learning94.2 Teaching Case134.3 Data Analysis of Questionnaires144.4 The Application Value of Group Cooperative Learning155. Conclusion16Appen

3、dix17References19浅谈小组合作学习在初中英语课堂教学中的应用 摘 要合作是人类社会赖以生存和发展的重要动力，也是现代人应具备的基本素养之一。在全球政治、经济一体化发展趋势下的今天，人际间的合作交往日渐加强，合作能力也在发挥着至关重要的作用。随着我国教育体制的不断改革和发展，传统课堂上以教师为主导作用的教学模式存在许多弊端。因此，为了获得更高效的课堂，也为了更好的促进学生的发展，我们正在积极探索新的教学模式。在新课程标准的倡导下，小组合作学习应运而生。本文将从小组合作学习的前、中、后阶段教师所要实施的策略，结合实际教学来探讨该模式在初中英语课堂中的应用。关键词：小组合作；初中英语

4、；教师策略The Application of Group Cooperative Learning in Middle School English TeachingAbstractCooperation is an essential skill for human society to survive, and it is also one of the basic qualities that modern people must possess. Technological society calls for group communication and cooperation;

5、information society depends on group communication and cooperation; international society requires group communication and cooperation.At present, Chinas education system is in a period of reform and innovation. There are many drawbacks in the “teacher-led” teaching model in traditional classrooms.

6、Therefore, in order to obtain more efficient classroom teaching and to better improve students English level, it is necessary to explore new teaching models. Group cooperative learning is exactly the model sought by the new curriculum reform. This article will discuss the strategies that teachers ne

7、ed to implement at each stage of group cooperative learning, combined with practical teaching, to explore the application of this model in junior middle school English classrooms.Key words: group cooperation; junior middle school English; teacher strategy1. Introduction l.1 BackgroundInformationofRe

8、searchTimes are changing rapidly, and the process of globalization is constantly evolving. The consciousness and ability of cooperation has become one of the necessary conditions for people to achieve success in modern society. Today, young people are in an increasingly open and cooperative environm

9、ent, and they not only need to learn to do things, they are also supposed to learn to cultivate the spirit of participation and cooperation in human activities. Therefore, how to foster students consciousness and skills of cooperation is one of the current research issues in the education community.

10、In 1970, the United States took the lead in adopting group cooperative learning. Soon after, the model was widely recognized and applied in many countries. Since the 1990s, elementary and junior schools in some areas of our country have also actively studied and practiced group cooperative learning

11、and applied this model to the teaching of various subjects. Under the call of the new curriculum reform, teachers regard the cultivation of students core English literacy as an important task. The “Basic Ideas of the Curriculum” in New Curriculum Standards proposed that teachers should “actively adv

12、ocate the learning mode of independence, cooperation and exploration,” and that “students are the subjects of learning and development.” As can be seen from the above, the method of group cooperative learning is exactly required for current education.1.2 PurposeandSignificanceofResearchAt present, t

13、here are some common issues appearing in traditional English classes. For example: (1) Classroom teaching lacks vitality. Students lack imagination and innovative spirit; (2) Classes are dominated by teachers teaching. Students lack opportunities for independent thinking and self-expression; (3) Tea

14、chers are focused on the explanation of knowledge points, and despise the oral expression training and practical activities of students; (4) Teachers emphasize teaching results but despise the learning process; (5) Discussion and learning in the classroom are often formalistic and so on. This resear

15、ch aims to explore new teaching models. It is committed to finding an effective way, which helps to improve teachers teaching and students learning effect significantly.This paper will conduct research on the theme of the practicality and value of group cooperative learning. It will be closely conne

16、cted with practical education and teaching activities, discovering problems from practice, and then solving problems. Practical research on group cooperative learning will provide a realistic basis for relevant theories. In terms of theory, we systematically integrate the facts and experiences of gr

17、oup cooperative learning with the spirit of the times and scientific and innovative educational ideas, so as to explore the laws of junior high school English teaching. In practice, the research of this topic focuses on practical teaching, which is conducive to strengthening the guidance of teachers

18、 on group cooperative learning under the new curriculum and laying a solid foundation for students cooperative inquiry learning and future development.2. LiteratureReview2.1Previous Studies on the Group Cooperative Learning2.1.1 Foreign Studies on the Group Cooperative LearningIn the first century A

19、D in the West, thoughts about cooperative learning emerged. Roman educator Quintilian proposed that students could benefit from interactive learning with others. Comenius expressed his view on cooperative learning in his book The Great Teaching Theory. That is “Students can acquire knowledge by teac

20、hing to other students (Comenius, 1632).” Lancaster and Bell proposed in the early 18th century that cooperative learning models could be used in British schools (Net 1). During this period, American educator Parker, as a typical representative, proposed that children should learn in such interactio

21、ns (Net 2). By the beginning of the 20th century, educator Dewey (1918) had advocated the use of cooperative learning groups in teaching, which was an important point in designing teaching methods. Since the 1970s, research into group cooperative learning has taken the path of systematic and science

22、. Researchers continue to improve cooperative learning methods on the basis of combining theory with practice. In the mid-1980s, relevant theories of cooperative learning became more abundant, and their influence on education and teaching became more and more extensive. The 21st Century Internationa

23、l Education Commission (2014) published a report “Education - The Treasure Within”, which mentioned that “one of the four pillars of education facing the 21st century” is “learning to cooperate.” So far, the cooperative learning model has been recognized and used in some countries including Japan, t

24、he Netherlands, the United Kingdom, Israel, the United States and so on. It can be seen from the research materials that adopting this model has positively affected classroom teaching activities and student performance.2.1.2 Domestic Studies on the Group Cooperative LearningChina has a long history

25、of cooperative learning. The ancients advocated cooperative learning two thousand years ago. Confucius was quite positive about the use of cooperation in education and teaching. He put forward such an argument: “Learning without friends makes one lonely and ignorant.” Many other ancient educators in

26、 China have also proposed the concept of cooperative learning in their works. By the late 1980s, the research on cooperative learning has gradually become systematic. In 1989, Hangzhou University launched a sub-topic on “Cooperative Learning in Groups” in the study of “Exploration of Personality Opt

27、imization Education” to explore the basic trend of the reform of teaching organization form. At the same time, it summarizes the relevant theories and essential characteristics of group cooperative learning. The research has achieved good results. Experiments have shown that group-based cooperative

28、learning is conducive to stimulating students cognitive enthusiasm and has a significant effect on the performance of less advanced students. In the mid-1990s, the Shandong Institute of Educational Sciences launched a discussion on “cooperative teaching research and experiments” and group cooperativ

29、e learning. In the 21st century, the concept of cooperative learning is being integrated into the teaching of various subjects, and Chinas cooperative learning research has shown a growing trend.2.2TheBasicTheoryofGroup CooperativeLearningThe education community has studied group cooperative learnin

30、g for more than thirty years. In the current situation, schools in many countries and regions have used group cooperative teaching methods. As the cooperative learning practices in different countries and regions are different, researchers have published their insights on cooperative learning from d

31、ifferent concerns and different research areas.As one of the important representatives of cooperative learning theory, Professor Slavin proposed that cooperative learning referred to classroom teaching techniques. It ensures that students can participate in group cooperation and obtain rewards or re

32、cognition based on the results of their entire group (Slavin,1995). Israeli psychologists and cooperative learning representatives Dr. Sharan explained that cooperative learning is the synthesis for all methods of organizing and promoting teaching. In the classroom, students cooperate in group activ

33、ities and learn from each other through mutual communication. Similarly, they also learn through their own research (Sharan,1994). In China, educator Wang Tan elaborates that cooperative learning is a teaching strategy system. In this system, students work together in different groups on the premise

34、 of achieving the same learning goals. The total score of the group is used as a reward（王坦，2001). Huang Zhengjie, a well-known scholar in Taiwan, pointed out that cooperative learning takes the form of group learning and achieves a specific goal through the joint work of students. The results of coo

35、perative learning are shared collectively（黄振杰，1996).From the current literature research, the five-factor theory of the Johnson Brothers in the United States is widely recognized, that is: Positive Interdependence, Face-to-Face Promoting Interaction, Individual Responsibility, Social Skills and Grou

36、p Processing. (Johnson & Johnson ,1986)Positive InterdependenceThe Johnson Brothers consider that the core of the development of the cooperative learning teaching process is the formation of interdependent relationships among team members. In short, students should be responsible for themselves and

37、other members. Therefore, group members must share labor and resources, which can effectively achieve common goals through joint efforts.Face-to-Face Promoting InteractionCooperative learning provides favorable conditions for face-to-face communication between students. In the classroom, teachers sh

38、ould create opportunities for group activities for students as much as possible to exercise their communication and mutual assistance capabilities. Individual ResponsibilityIt means every group member must assume and ensure that certain learning tasks are completed. In a cooperative learning group,

39、all members have some responsibilities. Everyones performance in the activity is related to the individual and even the whole group. All members are able to make progress through cooperative learning, allowing individual progress to advance the group.Social SkillsSocial skills are a prerequisite for

40、 high-quality collaborative learning. In order to enhance the effectiveness of communication among members of the group, they must learn to establish mutual trust with others and try to avoid conflicts with others as much as possible.Group ProcessingGroup Processing is an important means to ensure t

41、he effectiveness of group activities. It maintains a benign cooperative relationship between group members and improves their self-efficacy. Group processing will also help people to learn cooperative skills. Although experts at home and abroad give different definitions to cooperative learning, the

42、ir views also share commonality. To sum up, we can summarize the main features of group cooperative learning. (1) Cooperative learning is a teaching activity based on groups; (2) Cooperative learning emphasizes peers cooperation and mutual assistance; (3) Cooperation is a teaching activity centered

43、on a set goal; (4) Cooperative learning is based on the performance of each group in the process of completing the goal as the evaluation standard and reward basis; (5) Cooperative learning follows the principle of student-centered and teacher-led.3. Research Methodology3.1 SubjectsIn this chapter,

44、the author will analyze the content of research on group cooperative learning from the aspect of topics, research questions and research methods.The research object of this paper is 98 students from the authors internship school. Students are from Class 1 Grade 7 and Class 2 Grade 7 of No.1 Experime

45、ntal School of Jiaocheng District, Ningde City. The intelligence, knowledge and learning ability of most students are basically the same. However, there are some common problems among students in both classes. For example, their English is poor and they dont like learning English. Students are easil

46、y distracted in English classes, and they cannot understand what the teacher explains. This study will implement group cooperative learning and teaching for specific course content in Class 1 and Class 2 in combination with the Renai English textbooks.3.2 Research Questions Students in junior middle

47、 school are at a critical stage of cognitive development, and good teaching methods will promote students English learning. Since teacher-centered teaching methods in traditional classrooms reduce students interest in English learning, this study aims to explore the effectiveness of group cooperativ

48、e learning. Based on this, the research will start with the following questions: (1) Can this model stimulate students love for English learning? (2) How to implement group cooperative learning in teaching?3.3 Research Method3.3.1 Questionnaire survey method Before teaching during the internship, the author conducted two questionnaires survey in Class1 and Class2. Each time 98 questionnaires were distributed, and 98 were recovered. The first questionnaire surveyed students views on the current English class. For example, students were required to express what the current cla