A Research on the Application of the Cooperative Learning in Junior School English Teaching |
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Author | ZengLin |
Tutor | FangHuaWen |
School | Suzhou University |
Course | Subject Teaching |
Keywords | Cooperative Learning Constructivist learning theory Social interdependence theory Vygotsky 's zone of proximal development theory |
CLC | G633.41 |
Type | Master's thesis |
Year | 2011 |
Downloads | 182 |
Quotes | 0 |
In this paper, constructivist learning theory, social interdependence theory, Vygotsky's zone of proximal development \actual situation, and the combination of teaching and the author specifically English teaching practice. Empirical research on group cooperative learning teaching junior high school English classroom teaching mode can effectively improve the students' English scores and the overall quality of the research. Papers from the historical background of cooperation by the Analysis Group, discusses the definition of the group cooperative learning connotation, theoretical basis and teaching on the need for the application of specific teaching cases focused on how to carry out the group cooperative learning in a junior high school English teaching activities, and the team how to organize the distribution of group training, team evaluation mechanism, and how the results of the group statistics. Conducted the first survey of the students in the school year, the first insight into the purpose of students learning English, attitudes, hopes, views, recommendations, and other junior high school English cooperative teaching; learned through a second questionnaire one year after the implementation of Cooperative Learning the status quo, and do some analysis and research; followed by the implementation group cooperative learning before and after the results of the experimental classes and control classes comparative analysis of the results further demonstrate the good results of the group cooperative learning. The experimental results show that: the class group cooperative learning more pronounced than with traditional teaching classes in improved academic performance, compared with previous results, both average passing rates and outstanding rate of magnitude larger than the. It showed, team teaching, cooperative learning is feasible, and the effect is obvious. The practice also proved group cooperative learning can reduce emotional classmates anxiety; helping to train the students ethical values; able to mobilize the enthusiasm of students learning; help to optimize the learning method; help to improve the overall quality of students. The case also demonstrated a number of problems in the group cooperative learning example: classroom discipline is confusing job easy to plagiarism; students' participation uneven; lack of initiative success; heavy form of light content. Research results to our enlightenment: the group cooperative learning has both advantages and disadvantages in future teaching work to make comprehensive use of a variety of teaching methods, weaknesses; increasing the requirements of a new era of teaching teachers, teachers We must continue to improve their overall quality.