JUNIOR NEW CURRICULUM COOPERATIVE LEARNING RESEARCH1

1、毕毕 业业 论论 文文 初中新课标合作学习研究初中新课标合作学习研究 junior new curriculum cooperative learning research 学生姓名： 学 号： 院系名称： 专业名称： 指导教师： junior new curriculum cooperative learning research abstract in teaching practice, the use of english group learning is to train the students learning ability and creative thinking abi

2、lity, and improve the quality of english teaching effectively. the group learning can develop the students ability of team work. through group activities, we can improve students thinking and make full use of the group learning characteristics to promote student innovation ability. to improve the ev

3、aluation methods of students, we can ensure that the group learning goes well. key words: groups; exchange; innovation; evaluation catalogue 1 introduction .- 4 - 2the group learning characteristics.- 4 - 2.1 the group learning can improve the teaching information transmission channels.- 5 - 2.2the

4、group learning, will encourage students to have a different way of thinking with its flexible teaching mode.and let the students have interesting to learn.- 5 - 2.3the group lesrning has changed the traditional teaching evaluation system.- 6 - 3 construction of the group learning.- 6 - 3.1 a reasona

5、ble and cooperative learning, when grouping a prerequisite for success.- 6 - 3.2 effective activities, cooperative learning is a necessary condition for success.- 6 - 3.2.1 teachers and students jointly defined learning goals.- 7 - 3.2.2 the group learning.- 7 - 3.2.3 class exchange.- 8 - 3.2.4 revi

6、ew of the consolidation phase.- 8 - 4 establish a scientific evaluation mechanism to ensure the success of cooperative learning.- 9 - references.- 12 - 1 introduction to respond the ministry of education, full-time compulsory general secondary school english curriculum standards (experimental versio

7、n), which is called cooperation is one of the main tasks in the development of basic education. the form of group learning is different from that of traditional education. the group learning refer to as group learning, team learning or share learning. division of labor by the students , then they wi

8、ll achieve the learning goal. the group learning has changed the ways of learning. more and more educators started to pay attention to the group learning. this can grant the student autonomy, opportunities for cooperation to cultivate students of teamwork and sense of competition, the development of

9、 contacts and aesthetic capabilities, and strengthen cooperation motivation and personal responsibility. in teaching practice, the use of group learning will have a better teaching effectiveness. the level of junior school students thinking and language skills are inconsistent. they often can think

10、of, but can not necessarily give a comprehensive expression. in the group, students have more opportunities to improve their ability to express. so it can develop an ability of listening to others, willing to present their ideas. thus it can improve the interpersonal skills. in short, the group is t

11、o foster cooperative learning and thinking ability to innovate. improving the quality and effective english teaching methods become true. 2 the group learning characteristics. the group learning is that the teacher packet the students in several groups, according to studentss learning ability, perso

12、nality, relationship with classmates and so on, and then we could complete the teaching activities and the achievement of teaching goals 1 the traditional class teaching system, although there are many advantages, but it can not completely meet all the classes and personality differences. if all of

13、them rely on individual teachers, the teacher will be very tired, because of the heavy work, also the energy of teacher is limited .so it is unrealistic. but group teaching give more attention to the activities of students, and it focus on students learning. teachers become a director, and students

14、became the actor. through group activities, excellent students and poor students are closely related to common- ups and downs. it trains students ability to innovate, to enable students to become i want to learn, i will to learn. the group learning is for all students, allowing all students involved

15、, and students will be enthusiastic. with the enthusiasm of the students not only played a role in the consolidation of knowledge, but also played an enhanced comprehensive, inductive ability to bring what they have learned only principled, systematic, and truly in context. 2.1the group learning can

16、 improve the teaching information transmission channels in teaching, the object has changed one by one into a group, teachers and students in the way of the exchanging information, from a single injection change into a multi-directional communication. the students rushed to state, you can see a taci

17、t understanding smile between teachers and students and democratic and harmonious atmosphere, thinking been exchanged in a harmonius way. so the students will have a considerable progress. 2.2the group learning can encourage the students to have a different way of thinking with its flexible teaching

18、 mode. and let the students have interesting to learn. such as going on some wrongs lesson, group self-study course, let students take part in actively and only in a different and multi-level active participation , can let the students learn well. it is like that a spark can ignite the whole grassla

19、nd. then we can achieve our objective of teaching. 2.3 the group learning has changed the traditional teaching evaluation system. traditional learning evaluate a students ability through score. but the group learning combine the evaluation of individual and collective assessment, of the exam evaluat

20、ion and learning evaluation and learning process, especially in the evaluation of knowledge .academic book is not just a fraction, but let the students not just remember the knowledge, but know it how work out in a concentrated expression. 3 construction of the group learning and teaching model. 3.1

21、 first of all we should have a reasonable and cooperative learning group. we packet the whole class of students in accordance with the principle which is members of the different in a group, according to the sex ratio, hobbies tendencies, learning standards, communication skills, disciplined rationa

22、l allocation of the situation and so on, and divide into study groups. each group consists of 6-8 people, according to a rectangular sitting, in order to inspire and guide. so students can have face to face group discussions. 3.2 effective activities, the group learning is a necessary condition for

23、success. if you do not abandon the traditional spoon-feeding teaching students to memorize, its easy for students to feel annoyed and tired. in teaching, i combine the characteristics of group learning, appropriate transformation of the teaching model, so that the students often get excitement in cl

24、ass. as a result, the students have a strong thirst for knowledge, innovation ability to promote development. here is in the seventh grade english book unit4where is my pencil case? ( second), from this unit i will talk about the teaching process. 3.2.1 teachers and students jointly define learning

25、goals. teachers based on the outline of the request and the unit request, the key lesson, difficult, and the students based on after-school define the learning goals in each lesson. joining in the process of identifying training goals, and the students can understand the lessons learning objectives,

26、 and thus to grasp the training objectives for example, unit4 where is my pencil case? (second), according to the exercises, and the teacherss guide. we get the following goals: grasp the direction of the common questions goods sentence. further study, and consolidate the position that the common pr

27、eposition. familiar with and memorize essays. in learning objectives, students originally maked as learning that the common position of preposition. this is inconsistent with this lesson of the requirements, then the teachers need to give a guidance note, and modify learning goals. as this is the se

28、cond class. in the first class, we have been studied the usage of several prepositions. in this section, students are asked to consolidate on a preposition and at the same time learning to be expanded on this basis. this will enable students to further defined the learning objectives of this lesson

29、can also help students master the knowledge points as soon as possible. 3.2.2 the group learning. before the practice to discuss , teacher should show the presentation, and during process of discussing to make the necessary guidance, regulation and control. for example, in unit4 where is my pencil c

30、ase? (second), the teacher brought a ruler, pencil-case, eraser, books and so on. teachers will put the pencil-case on the english textbook and ask questions: where is my pencil-case? student reply: it is on the english book. then change the sentence, such as where is my eraser? is it on the english

31、 book, too? then the students answered no, it is on the desk. . then the students of each group ask questions each other in accordance with the teachers presentation, and then to communicate with in groups. teachers should give answers and the guidance when students encounter problems. 3.2.3 class e

32、xchange according to available information, teachers are as the groups guidance, correct mistakes, or let students read from textbooks to find the answer and solve the problem. for example: students in communication unit4 where is my pencil case? in the content of student practice , the students sho

33、uld perform what has been done .let the students dare to speak in class. when there is an error, we call other groups to help them to correct .if the other groups can not check out or also be wrong. then the teacher should explain. finally, according to team performance, teachers should mark for eac

34、h groups to form a team competition between groups in class. it is like a game among the different groups. in short, the exchange is to allow students checking each other, competing each other whith the companions, where students can get a rapid correction of high-quality help. and teachers, accordi

35、ng to information available and the effect of group learning make encouraging evaluation and so on. 3.2.4 consolidation phase students should carry out tests to determine whether the objectives to be achieved. this stage, students should control to the beginning of the learning goals. the same time,

36、 through practicing, we should test whether our goals are accomplishment . for example: unite 4 where is my pencil case?(second), the teacher prepared with a few questions such as: 1 .-where is my pencil case ?- its _the desk. 2 .-_ is my book ?- it is in the bag. the team leader critique the test a

37、nd help to correct it . the members of group discuss the reasons which are wrong, so that students can help each other. if the problems are still unresolved, students should ask teachers for help. resolved and that we would accomplish the purpose of training. 4 establish a scientific evaluation meth

38、od to ensure the functioning of the group learning. after the establishment of working group, we should also establish a corresponding evaluation method to see which group having improved and which group of the most teamwork, to varying degrees. for different students, we use a different measure whi

39、ch is based on their group comprehensive ability and comprehensive performance assessment. in the game time each student can only have a chance, if all-round times and then we can have a second chance. so that everyone involved in the game .in order to win the game, those good students, must operate

40、 in the preparations and they will teach other students of their own team how to do well. for those students that progress, i have presented to them the most potential award, they also have the opportunity that the team was awarded the best cooperation group as a former classmate who heads bowed, su

41、ddenly became a high-demand product. each group also played a different role, i let the students relatively who is good at english act as technical guidance, so that a strong sense of responsibility of the students act as clerk to record the performance of each member.i bring up my students to think

42、 of new rules and encourage them to join in concerted efforts to develop a relatively fair evaluation method. after listening to the new program was announced, i saw the eyes of surprise, and many students want to try it, fighting to study and that deeply infected with me, and my heart burst of exci

43、ted, the students accepted this the new rules. from then on, each section of the english classes are filled with the catch-me-to learn ,and energy is in the competition. normally i always give chances for poor students to speak .it could ensure that they are not left behind and communicate with thei

44、r parents to encourage them to help them. now the group learning has been ran the 7 grade classes of students of my class, enthusiasm of learning english is still very high. there is little polarization in my class and that really satisfy me, through the group learning, many excellent students playe

45、d the role of teachers, both for their own abilities and that of others. competition in a harmonious atmosphere is a guarantee of success. the success of the original team is only those which has excellent students in the group. in the long run it only make the good better, bad even worse. now, espe

46、cially those with learning difficulties, they are no longer impaired the team work in the visually, but received a flower-like care. the group learning is not all of us are successful, but ask every people has a progressing as the ultimate goal of teaching evaluation. scoring points is no longer for the individual, a total scor