Cooperative Learning in English Class.docx
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Cooperative Learning in English Class.docx
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CooperativeLearninginEnglishClass
英语课堂的合作学习
CooperativeLearninginEnglishClass
Contents
Abstract……………………………………………………..………………………..1
Keywords……………………………………………..………………………………1
I.Introduction……………………………………………………………1
II.TheoreticalGrounds…………………………….…………………….3
2.1Brndura’sSocialLearningTheory…………………..……………………….3
2.2Vigotski’sTheoryof“ZoneofProximalDevelopment”………..…………...3
2.3Piaget’sCognitiveDevelopmentTheory…………………….……………….4
2.4TheTheoryofConstructivism………………………………….…………….4
III.StrategiesforCooperativeLearning…………………………………4
3.1FormingGroups…………………………………………………………………4
3.1.1Closeseatgroup…………………………………………….…………….4
3.1.2Abilitygroup……………………………………………….……………….5
3.1.3Interestgroup……………………………………………………………...6
3.1.4Mixturegroup……………………………………………….………………6
3.2DesigningTeamActivities…………………………………….…………………6
3.2.1One-minutePapers……………………………………….………………6
3.2.2RoundRobinBrainstorming…………………………….…………………6
3.2.3Interview………………………………………………….…………….....7
3.3Students’RolesinCooperation…………………………………………………7
3.4Teacher’sRoleinCooperativeLearning…………………….…………………8
3.4.1Teacherasmanagerandorganizer……………………….……………….9
3.4.2Teacherasparticipantandlanguageresource………….……………..10
3.4.3Teacherasfacilitator………………………………...…………………10
IV.DisadvantagesandProblems…………………………..…………….10
4.1ClassControl……………………………………………….…………………11
4.2InactiveLearnersinCooperativeActivity………………….……………….11
4.3InsufficientCooperativeWork……………………………….……………....12
4.4UnreasonableQuestion……………………………………………………12
V.AdvantagesandSignificance………………………………………..12
VI.Conclusion……………………………………………………………13
References……………………………………………………………………………...14
CooperativeLearninginEnglishClass
摘 要:
社会的发展要求学生形成新的学习方式。
课程改革的基本理念之一就是积极倡导自主、合作、探究的学习方式。
随着国际交流的越来越频繁,现在的社会越来越需要合作,而且恰当的合作会带来意想不到的收获。
对于学生来说,在学习中培养合作意识,锻炼合作能力也就显得尤为重要了。
本文根据国际语言环境和英语的交流性特点,通过与中国传统的英语课堂教学的种种不足的对比,指出了在英语课堂中采取合作教学方法的合理性及可行性,着重探讨了合作学习的计划,接着探讨了如何面对及解决合作学习中所遇到的问题,从而较全面的证明了合作学习在教学中有着明显的优势。
关键词:
合作学习,交流,小组活动,英语课堂,传统英语教学
Abstract:
Accordingtotheneedsofdevelopmentofsociety,studentsmustformanewlearningapproach.Andafree,cooperativeandexploredlearningmethodisoneofthebasictheoriesofcurriculumreform.Withitsfrequentinternationalcommunication,cooperationisneededinmanyfieldsinoursociety,anditbringsinmuchvigorandsuccess.Astostudents,itisveryimportanttodeveloptheirawarenessofcooperation,andtheyshouldpracticetheircooperativeabilityinlearning.AccordingtointernationallanguageenvironmentandthecharacteristicofEnglishlanguage----communication,andcomparedwithsomeshortageintraditionalEnglishteaching,thispaperpointsoutthepropertyandfeasibilityofcooperativelearninginEnglishclass,andthenitfocusonstrategiesforcooperativelearningandhowtosolvethedisadvantagesandproblemsduringcooperativelearning,atlastexplainstheadvantagesandsignificanceofcooperativelearninginEnglishclass.
Keywords:
cooperativelearning,communicate,groupactivity,Englishclass,traditionalEnglishteaching
I.Introduction
Itisknowntousall,withitsfrequentinternationalcooperationandcommunication,ChinaisinurgentneedofmanydifferentkindsofprofessionalswithasuperiorlevelofEnglishlanguageproficiency.SoEnglishhasbecomemoreandmorepopularnowadays,andChinahasthelargestEnglishlanguagelearningpopulationintheworld.However,moststudentshavegotnothingotherthanrecitinglargequantityoflinguisticknowledgeaftermorethantenyearslearningEnglish,andevenmoststudentsjustlike“deaf”or“mute”whentheycommunicatewithforeigners(HeMeihui,2003)TheproblemismainlybecausethatEnglishclassinChinaisstillcontrolledbyteacher-centeredgrammarcrammingmethodandstudents’passivelylisteningmethod.
IntraditionalEnglishclass,theteacherisanauthority.He/Shecontrolsthewholeclass,andteachesthewholeclassbycramminglinguisticknowledgetostudentsnomatterhowmuchstudentscanunderstandordigest.Studentsjustlistentotheteacherpassivelyandtakenotes;theyhavefewopportunitiestodeveloptheirskillincommunicatingwithothersinEnglish,whiletheyneedtospendtheirlargeportionoftimeinmemorizingalistofgrammaticalprincipleandalargeofnewwords,andrepeatingtheseagainandagaintoachieveagoodmarkintheEnglishexamination.SomanystudentsandevensometeachersholdthatlearningEnglishjustfortheexamination.Sothemorethismethodisusedfrequently,themorestudentsbecome“deaf”or“mute”inEnglishcommunication.Therefore,thistraditionalteachingmethodisnotanylongersuitableforstudentslearningEnglish,andwemustfindoutanewscientificmethod.AstoEnglish,asatoolofcommunication,weshouldnotonlyrecitesomegrammaticalprincipleandalargecollectionofwords,butalsouseitactivelyandfrequentlytodevelopourcommunicationskillandinterpersonalskill.Andcommunicationisthefinalaimforustolearnalanguage.LearningEnglishisalsoforcommunicatingwithothersintheinternationalenvironment.Accordingtothis,wemustlookforanotherteachingmethodinEnglishlearning,whileCooperativelearningisanefficientmethodinEnglishlearning.
Cooperativelearningisdefinedas“groupleaningactivityorganizedsothatlearningisdependentonthesociallystructuredexchangeofinformationbetweenlearnersingroupsandinwhicheachlearnerisheldaccountableforhisorherownlearningandismotivatedtoincreasethelearningofothers”(Olsen&Kagan,1992).Andinthiseducationalapproach,studentsandtheteacherareinastateofdynamiccooperation,togetherbuildingupanintimatelearningandsocialatmosphereintheclassroomtoreachlearninggoals.Incooperativelearningclass,knowledgeandauthorityaresharedbetweentheteacherandstudents.AndcooperativelearningisbelievedtobeaneffectivewayoflearningEnglish.WhencooperationisusedwellinEnglishclass,itcanactivatetheatmosphereofclassroom,inspirestudents’motivationoflearningEnglish,developstudents’intelligenceanddevelopvariouspersonalitiesofstudents,enhancerelationshiporfriendshipbetweenpartners,enlargestudent’smind,andpromotestudents’communicativeabilityinEnglish.Cooperativelearningcanprovidestudentswithmorechancetochoosechallengingtasksthattheyareinterestedin,toexhibitcontrolandautonomy,andtocollaboratewithpeers.Therefore,cooperativelearningconditionisbelievedtomotivatestudentspositively.Andcooperativelearningalsoproducesmorepositiverelationshipamongstudents,healthierpsychologicaladjustmentandmorefavorableattitudestowardslearningthandocompetitiveorindividualisticexperiences.Itcanalsoenhancestudents’satisfactionwiththeirlearningexperienceandcanhelptodeveloptheirsocialskillsandskillsinoralcommunicationasself-esteem.Andcooperativelearningisagoodwaytoimprovetherelationshipbetweenteacherandtheirstudentsbecauseofteacher’sparticipation.
II.TheoreticalGrounds
TheideaofcooperativelearningoriginatedintheUnitedStatesin1970sandwasdevelopedintoateachingstrategyinthe1980s.IthasbeentestedinDavidJohnson’sCooperativeLearningCenterattheUniversityofMinnesota.TheleadingexpertsinthisfieldareDavidJohnson,RogerJohnsonandRobertSlavinamongstothers.Theterm“cooperative”isusedincontrastto“competitive”and“individualistic”.Inmanycountries,cooperativelearningisconsideredoneofthemostcreativeteachingstrategiesandChinastartedtointroducecooperativelearninginthe1990s.Andfromthattime,manyeducatorshavestudiedthis,andexperimentinsomeschoolsatdifferentlevels.Suchas,Tang(1996)madeanexperimentinHongKong,andGuoXiangjutookanexperimentfromSeptember2001toJune2003inacollege.
Andtheconceptofcooperativelearningisbasedonthefollowingtheories:
2.1Brndura’sSocialLearningTheory
Itpointsoutthatlearningisgoingoninconditionofinteractionofthesethreeelementswhichareenvironment,learnerandcognitiveact.Thepatternofcooperativelearningcanprovidestudentsanaturalenvironmentforinteraction,andmakesurethatcognitiveactcanbedevelopedwell.
2.2Vigotski’sTheoryof“ZoneofProximalDevelopment”
Itnotesthatthedisparitybetweenalearner’sactualabilityofsolvingtheproblembyhimself(orherself)andhis(orher)abilitywhichhasmadeprogressbythehelpofhisbetter-skilledclassmatesorhisteacheristhedisparitybetweenalearner’sdegreeofabilitydevelopingandpotentialabilities.Students’cooperationintheirown“zoneofproximaldevelopment”ismoresuperthaninindividualactivity.So,studentsindifferentacademiclevelcanlearnfromotherstomakeupforwhattheyareunknownorunfamiliarwith,andtheycanhaveadeepunderstandingoftheproblemafterdiscussingwithothers.Thereforecooperativelearningisagoodwayforstudentstoimprovetheirstudy.
2.3Piaget’sCognitiveDevelopmentTheory
ItpointsoutthatCognitiveDevelopmentProcessisaprocessofabsorption,assimilation,adjustment,andcounterbalance.Anditstressesthatsocialexperienceknowledge(language,value,principle,moralityandsoon)onlycangainduringinteractivecommunicationwithothers.Thepatternofcooperationprovidesmuchmoreopportunityforstudentstoimprovetheirabilityofcognition.
2.4TheTheoryofConstructivism
Constructivismthinksthatlearningisnotonlyaprocessforstudentstoacceptknowledgepassively,butalsoaprocessforstudentstobuildasystemofknowledge.Thisstudent-centeredlearningprocessisagoodoneofinspiringstudents
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