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1、本科英语毕业论文合作学习在初中英语教学中的应用姓 名： 系 别： 专 业： 学 号： 指导教师： 12 The Application of Cooperative Learning in English Class of Junior Middle School 摘 要合作学习是指以合作小组为基本形式，系统地利用教学中的动态因素之间的合作互动来促进学生的学习，以团队的成绩为评价标准来共同达到教学目标的一种教学活动。合作学习作为一种新的教学策略，着重对学生的小组学习进行积极、有效的指导，它的精髓就在于变灌输为指导，使学生之间彼此信赖，学会自己对学习负责，从而实现各种教学目标。合作学习作为对传统
2、授课制度的一种突破与补充，目前被广泛用于中学英语教学课堂。本文在第一部分说明了在英语教学中组织合作学习的必要性和重大意义，并分析了合作学习研究的现状。第二部分阐述了合作学习的定义和理论基础，并列举了合作学习的优势。第三部分介绍了在合作学习中教师角色的转变，及教师如何处理合作学习中学生的关系。第四部分介绍了合作学习在中学英语课堂上的实施。最后，总结并指出合作学习的不足之处。关键词：合作学习；中学英语教学；教师角色AbstractCooperative learning is one of teaching activities, which bases on team working and c
3、ooperative interaction between students to accomplish the shared learning goal and evaluate students performance according to achievement of the whole group. Cooperative learning is regarded as a system of teaching strategy, which emphasizes on guiding group learning positively and efficiently. The
4、essence of cooperative learning is the change of teachers role from giver into director. In cooperative learning, the students rely on each other and learn to be responsible for their own study, thereby, make the students realize the learning goal.Cooperative learning as a breakthrough and complemen
5、t to traditional classroom instruction is widely applied in the English class of junior middle school. This thesis gives the introduction about the present research and the significance of the research. It analyses the present research situation of cooperative learning in the first part. Then it con
6、cerns about the cooperative learning, including definition of cooperative learning, benefits from cooperative learning and theoretical basis of cooperative learning. The third part introduces the change of teachers role from traditional teaching to cooperative learning and the teachers strategies to
7、 deal with the relationships between students in cooperative learning. The fourth part shows how to implement cooperative learning in English class of junior middle school. Finally, make a conclusion and put forward the defect in cooperative learning.Key words: cooperative learning; middle school En
8、glish teaching; teachers roleContents摘 要IAbstractIIContentsIII1Introduction11.1Need for the Present Research11.2Significance of the Research21.3Present Research Situation of Cooperative Learning21.3.1International research situation21.3.2The domestic research situation32Cooperative Learning32.1Defin
9、ition of Cooperative Learning32.2Benefits from Cooperative Learning42.3Theoretical Basis of Cooperative Learning52.3.1Goal Structure Theory52.3.2Developmental theory63Roles and the Relationships in Cooperative Learning73.1Roles of Teachers in Cooperative Learning73.2Teachers Strategies to Deal with
10、the Relationships83.2.1Teacher and students83.2.2Teaching and learning83.2.3Form and aim93.2.4Fluency and accuracy94Implement of Cooperative Learning104.1How to arrange the groups104.2How to design cooperative learning104.3How to carry out cooperative learning114.4How to evaluate after cooperative l
11、earning115Conclusion11References121 IntroductionCooperative learning, as a theoretic and strategic system, has been applied by many countries in the world. Many researches believe that cooperative learning is one of the most influential fields in contemporary education theory. Cooperative learning i
12、s adopted as an important method to teach by curriculum reform of our country. The application of cooperative learning can change the traditional ways of English teaching, so it is significant for the thesis to concern on cooperative learning in English class of junior middle school.1.1 Need for the
13、 Present ResearchThe world is developing rapidly and full of challenges, competitions and opportunities. Teamwork is a key point that decides if you are successful or losing in the competition. If one whose ability is limited is not good at communication and cooperation with others, it is difficult
14、for him to adapt to the processing world. English, as an international language, has been an important tool with the rapid globalization development. It is prerequisite for students, especially junior middle school students to learn English well and to communicate with others in English.It is well k
15、nown that secondary education is not only the basic stage of education but also the foundational stage of life-long education, and the English teaching in it is very important. Junior middle school can adopt English teaching method that accommodates to the environment full of competition and coopera
16、tion and teachers should cultivate students teamwork spirits in class. Therefore, cooperative learning is a very effective method for English learning. In addition, some policies which formulate by China also advocate that students should learn to cooperate with othersCooperative learning strategies
17、 have drawn much attention in the past decade. Cooperative learning in English teaching should accords with the requirements of the current curriculum reform in China.1.2 Significance of the ResearchIn 2001, Chinas New National English Curriculum Standard was set out. According to the new standard,
18、teachers should teach students how to speak and listen to English and how to read and write in English. Teachers should also help students cultivate their interest, make them acquire the confidence in learning English, and train their active attitude to learn English. (The ministry of education of t
19、he Peoples Republic of China, 2001,81) So students should learn how to communicate and cooperate with others. Through the cooperative learning, students will be interested in English study. Furthermore, students will join in English class by themselves instead of by force. They will like to take par
20、t in activities in English class. They will make progress in English learning.1.3 Present Research Situation of Cooperative Learning1.3.1 International research situationIn the west, the research and the practice of cooperative learning have a quite long history. It was pointed out that students can
21、 benefit from teaching each other in ancient Rome. Students can not only obtain the knowledge from the teachers teaching but also from other students. In the 19th and 20th century, cooperative learning appeared and gradually became one of the most widespread fields of educational theory, research an
22、d practice all over the world. In the United States, the concept of cooperative learning is praised highly and applied broadly by Park, F. and Dewey, J. Finally, in the early 1970s, the cooperative learning research became gradually a vigorous mass campaign in America.The birthplace of cooperative l
23、earning is the United States. Both in the theory of cooperative learning and practical experience, many countries have enlightenment and reference from the cooperative learning research and experiment of the United States. However, the concept of cooperative learning has different views. It is not h
24、ard to see that cooperative learning still exist some defects with the development of cooperative learning. Therefore, the theory of cooperative learning systematization is the trend of its development.1.3.2 The domestic research situationThe concept of cooperative learning has a long history in Chi
25、na. The classical educational masterpiece, To Learn wrote by Mencius, recorded: “A person who learns alone without friends will become ignorant”, which advocates learners should improve each other by active discussion in the process of learning. Since the early l990s，researchers and teachers in Chin
26、a have begun to pay attention to the study of cooperative learning. Recently the discussion of subjective educational experiment in-group work and a series of educational scientific researches and teaching practices have promoted the development of cooperative learning in China. Through these studie
27、s, the members of the education system gradually recognize the value of cooperative learning. Many students have benefited from it, and the teachers have developed some effective implementation strategies.2 Cooperative Learning2.1 Definition of Cooperative LearningCooperative learning takes many def
28、initions. Many scholars proposed their own definitions. According to Johnson, D. W. and Johnson, R. T. (2001), cooperative learning is a procedure of small group interactive instruction, in which students work with their peers to accomplish a shared or common goal. The goal is reached through interd
29、ependence among all group members rather than working alone. Each member is responsible for the outcome of the shared goal. Wang Tan (2001) thinks, “Cooperative learning is a kind of activity guided by aim” (Wang, 116). The aims of cooperative learning can be divided into academic aim and cooperativ
30、e skill aim. Traditional teaching only stresses the teaching and mastery of knowledge, neglecting training other skills. Cooperative learning trains students communication skills in process of teaching knowledge. In a wide sense, it not only emphasizes the students cognitive development, but also tr
31、ies to make the students get happiness from learningIt mixes cognition, feelings, determination and action into a whole part. In a narrow sense，each cooperative learning activity has its concrete aim. That is to say, each activity should finish a certain task or solve a problem assigned by the teach
32、er.From the above definitions, cooperative learning is an approach in which learners, having individual responsibility, from groups to create positive interdependence among group members and study together to reach a common goal. There are two key points here, individual responsibility and positive
33、interdependence, that can determine whether or not cooperative learning could be successful. In groups, students discuss what they have learned together, help each other to understand well and encourage each other to study hard. Each member in the group learning should be not only responsible for on
34、eself, but also for others. Students should not be successful until each member in a group has accomplished both group learning and his or her individual goals.2.2 Benefits from Cooperative LearningCooperation is the demand and the main stream of the society. Cooperative learning is an important way
35、 to cultivate team spirit and cooperative consciousness. At present in China, most of middle school students are growing up without brothers or sister because of the one-child policy. They are apples in their parents eye. It is an urgent situation for them to learn how to cooperate with others. They
36、 lack of trust between their classmates and they are not good at communicating and cooperating with others. Cooperative learning is an effective pedagogy that promotes the relationships between students. In the process of cooperative learning students can not only learn teamwork, but also learn to r
37、espect others.Cooperative learning can train students ability of social communication and promote the formation of language ability. The fundamental purpose of learning English in junior middle school is not to gain the systematic knowledge of language, but to correctly utilize it and get into the h
38、abit of learning on basis of understanding the language well. The teacher provides much more time to practice in cooperative learning, so students can master the ability of language faster than traditional teaching.Cooperative learning is beneficial to enhance the students self-esteem and self-confi
39、dence. Since the cooperative learning changes the evaluation basis, which transfers learning competition between individuals into teams competition, students can relieve their anxiety. All members in the group need to support each other so that they can achieve the common goal. Through cooperative l
40、earning, the relationship of whole-class teaching has been changed to cooperation in the group and competition among groups. Cooperative learning makes students rely on each other in the group, and the self-confidence and self-esteem of everyone will be enhanced.Cooperative learning is beneficial to
41、 the improvement of the overall academic achievement. It is an effective way to promote learning efficiency. It has changed the traditional relationship between teachers and students in class. The main factor of cooperative learning is students. The teacher is the guide on the side, no longer the sa
42、ge on the stage. Students are truly learners, but teachers are only arrangers of learning settings. The application of cooperative learning in English teaching not only change the traditional teaching mode, but also make students have a relaxing and happy atmosphere to learn. Through cooperative lea
43、rning, students can master language ability and communication skills easily and the teaching quality can be improved.2.3 Theoretical Basis of Cooperative Learning2.3.1 Goal Structure TheoryM. Deutsch proposed goal structure theory. The theory thinks: because of the different awards given by teachers
44、 when students finish goal in cooperative learning, the relationship between students is also different. The theory emphasized on the way of reaching the shared goal. Due to different ways of achieving goals, Deutsch identified three goal structures: cooperative goal structure, competitive goal stru
45、cture and individualistic goal structure.According to cooperative goal structure, members in a group have a common goal; an individual is not successful until all members in the group finish the goal. In this condition, each member should learn to believe in each other. The positive interdependence
46、promotes the common goal successful in activities.According to competitive goal structure, there is competition between members; when others in the group can not meet the goal, an individual is likely to achieve success. If other members succeed, some individuals possibility of success will be weake
47、ned. In this case, the relationship between members in a group is negative. The manner of finishing task for individual should be beneficial to himself, but it will reduce the possibility of others success in a group.According to individualistic goal structure, it is nothing to do with the other mem
48、bers when individuals reach the goal; individuals only pay attention to their own task in the activity. Therefore, individuals pursuit a beneficial result of themselves, and do not care whether the other individuals achieve their goals. The relationships between members in a group are independence and noninterference with each other.2.3.2 Developmental theoryThe developmental theory is always the main point of educational practice. The representative personages are Piaget, a Sweden psychologist and Vygotsky L. S. a psychologist of former Russi