Dissertation > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English

Cooperative Learning in the Chinese EFL Secondary Classroom

Author LvXiaoHua
Tutor SuXiaoJun
School Suzhou University
Course Education
Keywords Cooperative learning English writing class Paired writing
CLC G633.41
Type Master's thesis
Year 2009
Downloads 445
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Matching activities in the language classroom is commonly used, but the pairing students writing little research. More cooperative learning in the teaching of all subjects and is considered to be valid. Based on this, the author of cooperative learning is introduced into the junior high school teaching of English writing. This study was designed to study the high school English classes Students' independent writing and paired writing. This study is based on classroom-based, the participants the Rieter school three days (13) classes and third (14) of all students in the class. This article is divided into six parts. The first part of the motivation of this study, significance and research questions; second section reviews the brief history and stage of development of cooperative learning, and then describes the theoretical basis for the definition of cooperative learning and cooperative learning, that is, development theory, theory of motivation cognitive theory and the theory of social cohesion and the last on the basic elements of cooperative learning, positive interdependence, group interaction, personal responsibility, team skills and team reviews; Part III describes the cooperative learning experiments. First introduced cooperative learning at home and abroad, and cooperative learning used in the writing classroom, at home and abroad, and cooperative learning teaching strategies used in the teaching of English writing, including the creation of appropriate writing scenarios to stimulate students' motivation for writing; encourage students in the writing process can not only rely on others, but also its own independent inquiry, to experience positive; construct a democratic atmosphere to reduce the anxiety of students, to learn in this atmosphere, students are free to express themselves point of view, is conducive to the students' imagination and creative ability. The purpose of the application of these writing strategies language learners, teachers play as organizers, command, help and promote the role, to create a favorable environment for writing to arouse the enthusiasm of the students 'writing, provide opportunities for cooperation, develop students' sense of cooperation, give full play to the creativity of students and ultimately improve their writing skills. fourth part of the research methods. Subjects and experimental procedures described in this section, the report before, during and after the results of the three tests and two questionnaires and interviews with some of the students of the experimental class. The fifth section discusses the analysis of experimental results, and the control class and the experimental class composition were compared. The data before and after the experiment results show that the writing skills between the two classes before the experiment was no significant difference, but the difference after the experiment is very obvious; composition of the experimental class students are more flexible in terms of words, sentence structure and organization of the article . Part VI concludes. According to the analysis of experimental results the following conclusions: this form of co-writing than traditional teaching methods in the teaching of writing, more conducive to raising the level of students 'writing, co-writing to improve students' understanding of the writing process, reducing the writing anxiety, cultivate the students' confidence and interest in learning, improve writing skills and cooperation skills. In this study, the current English writing also brought some inspiration, the most valuable aspect of any form of teaching activities is to provide students with opportunities for exchanges and cooperation. The teaching of writing, teachers should focus on teaching students to learn how to learn, so that they learn to write in the process of co-written, rather than to explain the rules of writing skills; pay attention to authenticity and practicality of the teaching of writing should be able to arouse students' interest, stimulate their motivation and creativity. In addition, the guidance of teachers is also very important.

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