畢業(yè)論文--淺談中國小學的英語合作學習

1、<p><b>　　畢 業(yè) 論 文</b></p><p>　　英文論文題目： Cooperative learning of English in primary schools in China </p><p>　　中文論文題目： 淺談中國小學的英語合作學習 </p><p>　　姓

2、 名： </p><p>　　學 號： </p><p>　　學習中心： </p><p>　　專 業(yè)

3、： 英語（師范方向） </p><p>　　指導教師： </p><p>　　二〇一四 年 二 月</p><p><b>　　Outline:</b></p><p>　　1. The backgroun

4、d of learning method </p><p>　　1.1 The necessity of learning English</p><p>　　1.2 Educational environment and problems of primary school English </p><p>　　1.3 Cooperative learning m

5、odel was proposed </p><p>　　2. Introduce the Cooperative learning of English</p><p>　　2.1 The idea of cooperative learning</p><p>　　2.2 The form of cooperative learning</p>&

6、lt;p>　　2.3 Scholars agree with cooperative learning</p><p>　　2.4 The students are promoted in the cooperative learning </p><p>　　2.5 Cooperative learning English is fit for curriculum standar

7、ds </p><p>　　3. The features of Cooperative learning </p><p>　　3.1 Let every student learn to seize opportunities</p><p>　　3.2 Let each student develop his own personality and get a

8、 reasonable development</p><p>　　3.3 Let every student learn to cooperate</p><p>　　4. How to conduct group work</p><p>　　4.1 Divided into the groups well</p><p>　　4.2 C

9、lear mandate</p><p>　　4.3 Conduct activities</p><p>　　4.3.1 The competition method with games in the group</p><p>　　4.3.2 Act out the dialogue in groups</p><p>　　4.4 Re

10、asonable assessment</p><p>　　5. Some problems</p><p>　　5.1 Students do not take the initiative to cooperate</p><p>　　5.2 Student participation is not balanced</p><p>　　

11、Conclusion</p><p>　　Bibliography</p><p>　　Thesis Statement:</p><p>　　English is a very practical subject, and using English for communication is a main expression in practice. Prima

12、ry English teaching should develop students' interest in learning English; improve their English communication ability, which is the main task. Cooperative learning for its cooperation, fun, competitive advantages is

13、 widely used in English teaching in primary school.</p><p>　　In this article, the author attempts at teaching by herself to talk about Cooperative Learning of English. It is fit for English teaching in prima

14、ry schools and it is one of the best ways and Cooperative learning in teaching embodies several features. In this process, the writer tries to find out the best way of cooperative learning methods in primary schools in E

15、nglish, as well as several problems in cooperative learning which are also discussed in this paper.</p><p>　　Keywords: Cooperative learning English primary school China</p><p>　　關鍵詞：合作學習

16、 英語 小學 中國</p><p>　　Cooperative learning of English in primary schools in China</p><p>　　ChapterⅠ The background of learning method</p><p>　　1.1With the continuous development of e

17、conomy, China’s international status is rising. In order to contact to the international community, English, as an international common language, becomes more and more widely used in China. In order to lay a solid founda

18、tion, and follow the rules of learning language, students begin to learn English since they are in primary schools. Meanwhile, leaning English has a lot to do with learning methods.</p><p>　　1.2 In the prese

19、nt of educational environment, there are a lot of students in the same class. Large class teaching is the feature. Full-time English teachers of primary school teach more than sixty students, sometimes even more. In clas

20、s, the teachers only say by themselves, and this method is not successful. The students are forced to learn English and asked to recite words and sentences without rules. Teaching practice has proved this model does not

21、fit the new English curriculum, and graduall</p><p>　　1.3 In order to change the old teaching pattern, encourage and train students' interests in learning English. I find cooperative learning is one of t

22、he best ways in primary school. During this process, I not only practice but also study English in teaching. Therefore , I can improve the efficiency of English teaching in primary school.</p><p>　　ChapterⅡ

23、Cooperative learning of English</p><p>　　2.1"Cooperative learning," which is a teaching model. It is based on classroom-based teaching organization. Under this premise, cooperation ideas is the sou

24、l, and "team teaching" is an important form of organization. By carrying out cooperative learning groups, playing an active function in groups and improving the individual's motivation and ability. Truly ma

25、ke English teaching become a communicative cooperation process.</p><p>　　2.2 A cooperative learning teaching English in primary schools carried out mainly in small groups, which is called cooperative learnin

26、g groups. The so-called cooperative learning groups usually contain 4 - 6 students in each group. Students are divided according to their marks, abilities, and personalities. Each reconstituted group will be the best.<

27、;/p><p>　　2.3 Many scholars believe cooperative learning in groups is an adaptation of a variety of learning styles. And it can promote the students to join it actively ,and it is also the most popular and most

28、 effective method. As early as 1979,American educational experts Johnson discussed the various benefits of this approach. Cooperative group members can gradually formed a superb concept learning strategies ,and the membe

29、r of groups can explore more effective information from others. So the members c</p><p>　　At that time, some social teaching advocates thought, there was a link between the formation of cooperative social be

30、havior and the development of skills and knowledge, so they used the forms of cooperative learning which gradually developed into a teaching theory and tactical system based on the following six theories.</p><

31、p>　　Group Dynamic theory, which was invented by Germany psychologist K.Lewin, it thought, the group is basically a dynamic group with their members’ mutual dependence changing continually. Inside, any member’s conditi

32、on can cause the changing of other members’ condition, and the intense inside condition can motivate the group to reach common anticipated aims.</p><p>　　Social Cohesiveness theory. It was similar to group d

33、ynamic theory. It interpreted the teaching effect of cooperative learning from the aspect of motivation. However, its emphasis is members should care the group.</p><p>　　The one was complex learning theory r

34、ising in foreign countries: Constructivism. It said knowledge was neither objective nor subjective, and just was a kind of interpretation, and was moving, not static. On the basis of this realization, Constructivism high

35、lighted the students’ state and function in activities of learning.</p><p>　　Cognitive developmental theory from the aspect of cognition, gave special attention to their task that had finished in cooperative

36、 learning (every group member improve their cognitive level at the process of getting group aims). The theory thought, it was easier to understand and master some important notions for children under the mutual effect of

37、 taking very tasks. The development of children and their social behavior were increasingly formed through the mutual effect and communicative cogniti</p><p>　　American psychologist A.Maslow created needs—gr

38、aduation theory, which was a theory of studying men’s need structure. Class was an activity between one person and a group. It was very important for students’ development ,not only to satisfy their communication and so

39、on, but satisfy the need for development and ego—realization by the way of communication forming social personal relationship.</p><p>　　Classroom instructional technology theory. It thought there are mainly

40、three factors to affect the quality of class studying and social mental environment: task structure, incentive structure, and authority structure. The classroom instructional technology is the unity of the three factors.

41、 It has an illuminating significance of cooperative learning.</p><p>　　At present, the cooperative learning has been broadly used in schools in many countries, such as USA, Britain, Holland, etc. absorbing t

42、he experience of foreign teaching ,teachers in our countries should excavate own potency to make use of cooperative learning.</p><p>　　2.4The students have the attitudes and experiences of cooperation, so th

43、e more they are able to have clear learning goals. They believe if they work hard they will get excellent achievement by themselves. At last they must be the best students. So they think it is important to learn new know

44、ledge. They will be more careful when study in groups. Comparing with the only class group or individual learning, students who have cooperative learning experience will be the owner. This kind of method can </p>

45、<p>　　2.5Cooperative learning groups have been accepted by many countries’ educators. Since the 1980s, it has also become China’s teaching theory. In the "ordinary high school classroom full-time compulsory sta

46、ndards (trial version)," the basic concept and implementation of the proposed class, cooperative learning has become an important concept. The standard elaborated ??the task of primary school English curriculum : St

47、imulating and developing students' interest in learning English, so that they can</p><p>　　ChapterⅢ The features of Cooperative learning </p><p>　　A teacher and students should understand an

48、d respect each other, and work in a harmony and friendly environment. Nowadays, education advocates the style of personality first and students as protagonist. A teacher is not stand at high place. He or she should be mo

49、re like friends, and parents to treat and care students. Especially in some closed type schools. Classmates and friends are one of the most important parts. They together chat, study, courage each other, and play games.

50、In certain way, f</p><p>　　On the other hand, a teacher should be ready to hear the critic and suggestion from students, and finds the defect and try to improve selves. According to what Wang Fengxian wrote

51、in the book “Learning and Teaching Theory”: scholars at home or abroad ever researched on “the psycho loge of teachers that students like”, the students at home and abroad have a little different attitude on this questio

52、n, but of all parts, they are the similar ideas. “They all like enriched knowledge teachers with the</p><p>　　In my own teaching practice, comparing with the previous teaching model by "cooperative lear

53、ning”, I have the following experience:</p><p>　　3.1Let every student learn to seize opportunities</p><p>　　Compulsory English courses should be offered to every student, and make the class serv

54、e for every student. As a young primary school English teacher, I feel it is difficult for every student to enjoy the knowledge in their class. As while, it is also a challenge for a teacher to control a the whole class

55、with 50 to 60 students. Only a small number of students who have the good basic can answer questions actively and enthusiastically in class, and can take part in all kinds of activities. But mos</p><p>　　3.2

56、Let each student develop his own personality and get a reasonable development.</p><p>　　We all know that there are differences between students. Most students prefer to express themselves, and their ability

57、have been continuously improved by active participation in learning English. But there is a small part of the students with poor English, or introverted personality. They are afraid to express their views in class. They

58、didn’t say anything until the teacher noticed them and called their name. They think learning English is not active. There is no enthusiasm for learning English.</p><p>　　3.3Let every student learn to cooper

59、ate</p><p>　　Cooperation is in everywhere. Cooperation can promote common development among students; cooperation can show the collective wisdom, and cooperation can improve the ability of the students. We s

60、hall train the ability to cooperate from young students; it is the bounden duty for teachers. Cooperative learning groups is an effective way to develop artificial intelligence. Through cooperating with each other among

61、team members, one can masters course content. And within the group we ensure that ever</p><p>　　ChapterⅣ How to conduct group work</p><p>　　In order to play the role of group learning better, sp

62、ecific implementation of cooperative learning groups as follows:</p><p>　　4.1Divide into the groups well. Grouping is the basis for cooperative learning. Cooperative learning mainly depends on the situation

63、of the group, and the activity of the group. When the teachers divide into the group, they maybe meet kinds of questions from the students. Facing these questions, the teacher should tell the students, no matter who stay

64、s with you, you are the same team,and the achievements of the group need to work hard by everyone. Each of them can learn from others, and get some</p><p>　　4.2 Clear mandate during cooperative learning. Fir

65、st we should clear learning objectives and goals. It not only includes the knowledge tasks but also the contest tasks, and the English skills. There are the tasks about the cooperation of division and the cooperation met

66、hod. In a word, when the teachers set tasks, the teachers ask the students to use a very short period of time and coordinate Method of cooperation, to improve the efficiency of cooperative learning groups. Meanwhile, in

67、the usual </p><p>　　4.3 Conduct activities. The purpose of cooperative learning groups is to make everyone involved in the learning process. Everyone feels joy of success. We must deal with the relationship

68、between eugenics and students with learning difficulties. Otherwise we can not achieve our objectives, it will exacerbate the polarization. Eugenics are better, poor students are worse. Each student has their own respons

69、ibilities in the activities. Both they are participants, but also they are the organizer. It </p><p>　　4.3.1 According to the teaching contest, the teachers can use games to design this situation. It can enc

70、ourage students take part in learning. In psychology, the game is in line with the characteristics of children. They are interested in games. Playing games can maximize the students’ enthusiasm and initiative; it can mak

71、e the lessons become a colorful stage.</p><p>　　4.3.2 Acting the dialogue by the groups is also one of good ways. There is a dialogue in every unit in the text, and the dialogue is similar to our life. When

72、the students finish leaning it, the teacher let them make up a new dialogue together, and the dialogue should have ties with their lives or their study. The members of the groups make up a new dialogue according to the t

73、ext, and they show in front of the class. After they act it one by one, the teacher and the students choose the best grou</p><p>　　4.4 Reasonable assessment</p><p>　　Evaluation should be based o

74、n the overall team score of evaluation basis. Systematic investigation explores the relationship between the various dynamic factors in the teaching process, and we encourage students to make all possible efforts to achi

75、eve common learning goals. German educator Diesterweg said: "The arts skills education to inspire, awaken and inspire." In teaching, teachers should adhere to the evaluation throughout the cooperative learning

76、activities. Formative assessment and summa</p><p>　　ChapterⅤ Some problems</p><p>　　During the process of research and practice, we have some problems.</p><p>　　5.1Students do not t

77、ake the initiative to cooperate</p><p>　　When teachers carry out group activities, sometimes "deserted" scenes; many students simply do not take advantage of their own cooperative learning groups,

78、so that the cooperation is a form. So the teacher teaches with cooperative leaning of English in primary schools, the teachers should design all kinds of tasks carefully, and let the students cooperate to finish them thr

79、ough all kinds of activities. The teachers should develop their sense of cooperation and their team work ability, and ask th</p><p>　　5.2Students’ participation is not balanced. Cooperative learning groups d

80、o increase the opportunities for students to participate. But obviously, the students who have more opportunities to participate with good language ability. And in addition, some students are reluctant to express their v

81、iews. When the audience was accustomed to passively accept other people's point of view, that is not balanced participation in cooperative learning groups in high school students. This part is mainly student</p>

82、;<p>　　Conclusion</p><p>　　The model of cooperative learning takes the teacher as the leadership, take the student as the main body. It can help to establish a new relationship between teachers and st

83、udents. Group learning pay attention to cooperative communication, it also pays attention to practice between the student and the student. It can cooperate each other, learn from each other, and have coordination and com

84、petition, and it can make the students learn actively, improve the students' ability of English communicati</p><p>　　It brings more chances to practice oral English. It provides a small environment to co

85、mmunicate in English, avoiding no partners to speak EnglishIt builds a good relationship between teachers and students. Because teachers and students respect each other and often communicate, they are familiar to each ot

86、her.It helps“backward students” to improve their confidence in studying. In cooperative learning, backward students no longer become nerves. With the help of members, they build their confidence</p><p>　　On

87、the one hand, a teacher uses kinds of skills to attract students’ attention in class. Of course, a teacher and students also should have a good affection cooperative to advance their work forward develop. On the other ha

88、nd, the group cooperation among students should be the essence. The communication among students is the most direct and has great function in learning. Its function is clear. It makes a teacher and students work at a fri

89、endly, harmony and equal atmosphere. A teacher and studen</p><p>　　At present, cooperative learning is popular in many oversea countries. It is also used in schools and praised highly. Many people have made

90、great contribution to it. Cooperative learning groups came to our country just 20 years; its research is in its infancy. At the same time, primary English in our country also just begins. The cooperative learning in the

91、classroom is gradually used in the most school. The teachers are sure to meet some difficulties; the new thing wasn’t going well, the teache</p><p>　　Bibliography</p><p>　　官步芳,“小組合作學習在小學英語教學中的應用

92、” .《中小學英語教學與研究》</p><p>　　黃和斌,《外語教學理論與實踐》. 譯林出版社。</p><p>　　王 坦,《合作學習——理論與策略》. 學范出版社。</p><p>　　教育部基礎教育司，2002,《全日制義務教育英語課程標準（實驗稿）》.北京師范大學出版社。</p><p>　　李 俏, 2003.6,《課程 教材