论文总字数：30842字

摘 要

随着《义务教育英语课程标准(2017 修订版)》的实施，小组合作学习慢慢成为学习英语的一种重要方法，并被很多初高中学校广泛接受使用。合作学习作为一种全新的教学方法，是通过对课堂上的个体和群体进行过程评价，将学生分成小组，充分调动学生的学习积极性，完成学习任务。本文试图通过分析传统教学下英语教学的现状，探索适合初中英语课堂教学的合作学习模式，为英语等学科的合作学习提供参考，从而进一步提高课堂效率。

关键词：初中英语教学；小组合作学习；应用研究

Contents

1. Introduction 1

2. Literature Review 2

2.1 Definition of cooperative learning 2

2.2 Features, principles and assessment of cooperative learning 3

2.3 Theoretical basis 6

3. Research Design 8

3.1 Research questions 8

3.2 Research subjects 8

3.3 Research instruments 9

3.4 Research process 9

4. Results and Analysis 10

4.1 Experimental result and analysis 10

4.2 Results and analysis of questionnaires before experiment 11

4.3 Results and analysis of questionnaires after experiment 11

4.4 Teachers’ attention during the implementation of cooperation 12

5. Conclusion 12

Works Cited 14

1. Introduction

Since the 1990s, some primary and secondary schools in China have joined in the research and practice of cooperative learning actively, effectively promoting the reform of foreign language teaching in primary and secondary schools. How to effectually encourage students to attend cooperative learning and facilitate the actual change of teaching methods has become a major subject in the field of education theory research and practice at present, and it also worth exploring and studying by teachers in the forefront of education.

At present, many schools are trying to transform the traditional teaching into cooperative learning, because the traditional teaching is only dominated by the teacher and students’ feelings are always overlooked. They try to find a new mode of learning with making students to be the predominant part in the class, like cooperative learning model. What is manifested by the new English curriculum standard is that the positive attitude has a significant effect on students in their English language learning, such as interest and impetus. So, what teachers should do is to abide by the disciplines of new curriculum standard, explore new teaching models, arouse students’ learning enthusiasm, and struggle to improve students’ English learning effect.

Two important methods are applied in the study: the questionnaires and experimental ways. With the implementation of this research, we can come to the summaries below:

First, there are many disadvantages in traditional teaching mode. Students do not have strong learning interest；Students don’t have strong awareness of seeking help and students won’t get enough attention from the teacher etc. Secondly, the effect of English classroom teaching can be greatly improved by cooperative learning, which can not only better the students with top grades, encourage the students with middle grades, but also change the students with poor grades. Thirdly, the carried out of cooperative learning brings many advantages to both students and teachers: creating a harmonious learning atmosphere, encouraging students’ self-directed learning, training students’ collaborative learning capacity, increasing students’ enthusiastic and confidence, and helping students act as a significant role in the classroom.

This study, by knowing the status in quo of students’ studying, explores whether Cooperative Learning methods satisfies the needs of English classroom learning in junior high school and provides advice to group cooperative learning of English, so as to further perfect classroom efficiency.

2. Literature Review

2.1 Definition of cooperative learning

2.1.1 Definitions by foreign scholars

Cooperative learning is a learning method that facilitates group members to learn in a team and student’s grades are based upon the group’s result. (Qtd. Abrami 71).

According to Professor Sharan, Cooperative learning should include the following six points:

(1)Work in small groups to complete, talk over, and figure out the problems;

(2)Group members communicate face to face;

(3)Personal responsibility;

(4)Mixed editing;

(5)Teach cooperative skills directly;

(6)Organized interdependence. (Sharan 56)

Actually, cooperative learning is an instructional method which asks students to participate in learning activities allotted by the teachers and worked with their teammates together to finish the teaching assignments in a group. The group usually consist many kinds of students and it often has students between 2 to 6. (Cohen 90).

2.2.2Definition by Chinese scholars

Shandong institute of education science Wang Tan researcher, from the early 1990s, has been committed to studying theory and practice of group cooperative learning. He holds the opinion that cooperative learning, as a type of common collaboration in a group, consists of many kinds of students. It aims to facilitate students to arrive at common teaching objectives, and use the group"s total grade for reward according to the teaching strategy system. (Wang 45).

Zhang Dajun, an education scholar in China, believes that the so-called cooperative learning refers to the teaching strategy system that takes group learning as the main organization form and urges students to study together in heterogeneous group according to certain cooperative procedures and methods, so as to promote students’ cognition and emotion through cooperative interpersonal communications (Zhang 67)

In group cooperative teaching, students should cooperate in groups in order to reach the final aims in the cooperative learning. (Qtd. Abrami 71).

According to the definition of both domestic and foreign experts, the connotation of group cooperation can be summarized as follows:

(1)Cooperative learning makes group activities act as the predominant part;

(2)Cooperative learning means the joint effort among peers;

(3)Cooperative learning is put into effect to attain some education goals;

(4)Cooperative learning lies in the whole performance of the group to attain the aims;

(5)Cooperative learning is a process in which teachers allot studying materials and hold on the learning course.

Due to the materials above-mentioned, we will make a summary about group cooperative learning:

Cooperative learning is a successful teaching strategy that takes the learning group as the basic teaching organization forms, which is carried out between teachers and students, and between students and students. Through coordinated activities, they jointly complete the learning tasks and take the overall performance of the group as the main reward basis.

2.2 Features, principles and assessment of cooperative learning

2.2.1 Features of cooperative learning

(1)Positive interdependence

What this point of view indicates is that every student should be connected as a whole in the same group. They sink or swim together. Each member of the group must consider the situation of other members rather than just doing something for themselves. In other words, positive interdependence is the adoption of allotting labor to reach the common aims. The winning of every student in the group lies in the grades achieved by all the members in the group. So, students in a group should stand by and pull for each other to promote communication.

(2)Face-to-Face group interaction

It is also known as facilitating interaction. Face-to-Face group interaction depends on team dynamics to interchange their thoughts effectively. Learners sit face to face in collaborative groups to complete as many discussions as the teacher assigned.

(3)Individual Accountability

Individual Accountability is implemented through individual characters and assignments. Team members are accountable both to themselves and to their own teams. The scores of each team lies in the personal reasons and their devotion to the team. Cooperative learning’s aim is to get students learn well and motivate their potential. So, personal responsibility is significant for their future development.

(4) Development of small group social skills

The development of small group social skills is act as the fourth significant factor of group cooperative learning. When individuals do their best to contribute to the team’s success, they need to do a series of things in the team. Therefore, both they should have well-knit specialized information and they should have great communicative competence. Students should learn cooperative skills in order to be responsible for their team members.

(5)Group processing

After the completed of group task, the group processing begins. Each group of students should introspect their experience of group cooperation, for example, how can they assist each other to complete the assignments, how to adopt an active behavior to cheer up other members of the group in order to achieve a mutual success, how and what can they devote to group learning.

2.2.2 Implementation principles

With the deepening of China"s English teaching reform, the center of class teaching has slowly transferred into the student-centered pattern.

Firstly, in the teaching process, setting up the student subject, positioning itself for the students overall development partners, adhering to value the role of students in the classroom, having faith in that they have the possibility of acquiring knowledge, believing that students can adjust their behavior, believing that they can correctly evaluate themselves, creating conditions to let students to think for themselves in the English class, solving problems by themselves, freeing express their thoughts. However, being student-centered does not indicate that the teachers’ importance should be overlooked. Opposite to this, teacher has transformed into a more significant factor. Because teachers must fully mobilize the enthusiasm of students, effectively organize lively classroom activities, timely find the difficulties of students, answer questions for them, solve problems, and become their guide.

Secondly, the class that revolves around the students should show esteem and attention to the wants of students. Learning should consider their wants for English in the long time and their wants between daily life and learning process. The first one is effortless to be reminded but the second one is often been overlooked. And practice and theory tell us that it is far from sufficient to take their future needs into accounts only, it cannot ensure the students" continuous learning interest and their original intentions. Only when students" daily learning needs are met can they keep their enthusiasm and initiative when learning.

In addition, the student-centered classroom teaching should try their best to establish chances for student. When adopting the method of cooperative learning in English class, we should always bear in mind the principle that promoting students" learning is the basis of classroom teaching. Therefore, classroom teaching design should pay attention to enlighten students" thinking and cultivate their innovative ability, and create conditions for students" learning, so that they often have the opportunity to express and test their knowledge and ability. Classroom communication should be near to the true picture, not just the type of artificial exchange used to study and reinforce a certain basic language idea. The true picture also includes the scene and content, especially the content, which should reflect the intelligence factors and growth needs of junior middle school students as much as possible.

Finally, student-centered English teaching should design students" main activities well. Student-centered English teaching emphasizes not students" self-study, but group learning, especially the learning autonomy in the course. The classroom is not just a place for teaching, but more of an intellectual field where knowledge, talent and information are connected. The active communication between teachers and students can arouse more vitality than the intelligence and ability of each individual. Mutual stimulation is the best learning state we pursue in class teaching.

2.2.3 Assessment of cooperation

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