英语合作学习方法述评(全文)

精品文档-下载后可编辑英语合作学习方法述评(全文)Attract：Nowadayscooperativelearninghasbecomeapopularteachingstrategy.Inordertostimulatestudents’interestsandenthusiasmtolearnEnglish，tomaketheclassatmospherelivelyandtohelpteachersachieveteachingobjectiveseffectively，CooperativelearninghasbeenalreadyadaptedinEnglishclass.Thispaperreviewstheorigin，thedevelopmentandsomepracticalmethodsoforganizingcooperativelearninginEnglishclass.

Keywords：CooperativeLearning；teamwork；Englishteaching

1.Introduction

Intheworld，bothhumanbeingsandotheranimalscooperateorworktogethertoaccomplishsharedgoals.Withincooperativeactivitiesindividualsseekoutcomesthatarebeneficialtothemselvesandbeneficialtoallothergroupmembers.Cooperativelearningistheinstructionaluseofsmallgroupssothatstudentsworktogethertomaximizetheirownandeachother’slearning.However，inthetraditionalapproachtoEnglishteaching，mostclasstimeisspentwiththeteacher’sinstructingandthestudents’watching，listeningandwriting.TobetterapplythisteachingstrategyinEnglishclass，theauthorbelievesitisnecessarytowriteareviewconcerningtheorigin，thedevelopmentandsomepracticalmethodsofcooperativeEnglishLearning.

2.TheDevelopmentofCooperativeEnglishLearningandItsTheoreticalBasis

2.1TheOriginofCooperativeEnglishLearning

Cooperativelearningfirstemergedin1970sinAmerica.Thevalueofcooperativelearninghasbeenrecognizedthroughouthumanhistory.Organizingindividualstoworkinsupportofoneanotherandputtingtheinterestsofthegroupaheadofone’sownareabilitiesthathavecharacterizedsomeofthemostsuccessfulpeopleofourtime.Grouplearning，withitsrootsinancienttribalcustoms，hastraditionallybeenapartofeducationalpractice.Itseffectivenesshasbeendocumentedthroughhundredsofresearchstudies.（DavidandRogueJohnson，1986；Kagan，1986；Slavin，1988）Nowadays，cooperativelearningisnowwidelyrecognizedasoneofthemostpromisingpracticesinthefieldofeducation.

2.2TheTheoreticalBasis

Slavin（1987）definedthetermasasetoftraditionalmethodsinwhichstudentsareencouragedorrequiredtoworktogetheronsometasks.WangTan（1994）thoughtthatitwasthepatternsofinstruction.Thatistosay，theaimofcooperativeistocultivatethecooperationinthegroupsandtofulfillthegoaloflearning.Underthispattern，thegroupshouldberewardedproperlybytheteam’sfinaltotalscores.

AccordingtoSlavin（1995），cooperativelearningrequiresstructuringlearningtaskssothatstudentsmustserveaseachother’sassistant，toofferresourcesinordertobesuccessful.

LiQiao（2022）indicatedthatthemeaningofcooperativelearningwasthedynamicalinteractioninlearning.Thebasicformisgroupworkinclassandthestandardofassessmentisteamscores.Inthisway，thestudentswillfulfilltheaimoflearningbycooperatingwitheachother.

3.OrganizingCooperativeLearninginEnglishClass

Tostimulatestudents’interestsandenthusiasmtolearnEnglish，tomaketheclassatmospherelivelyandtohelpteachersachieveteachingobjectiveseffectively，CooperativelearningshouldbewellorganizedinEnglishclass.

3.1StudyingtheCooperationTheoryandTrainingtheStudents’CooperationAbilities

Undersuchcompetitiveeducationatmosphere，studentsfosterthecompetitionconsciousnessandselfishbehaviors.MostofthemlackthecooperationconsciousnessandbasicskillsofgettingonwellwitheachotherinStudying.Thiskindofconditionisnotinharmonywiththemodernsociety.Therefore，teachersneedtostudythecooperationtheoryandtraintheirstudents'cooperationabilities.

3.2TeachersNewRolesintheProcessofCooperativeLearning

Inplanningcooperativelearning，Englishteachers，assupervisorsneedtoplayseveralroles.Firstly，anorganizer.Teachersmakepre-instructionaldecisionsaboutgroupingstudentsandassigningappropriatetasks.Secondly，amonitor.Teachersshouldbeabletoclearlyexplainthetaskandthecooperativestructuretostudentsandthenmonitorandinterveneifnecessary.Thirdly，acoach.Teachersfunctionasacoachorhelper.

3.3ReasonableGroupinginCooperativeLearning

Agroupoffouroraquadisgenerallyconsideredtheidealgroupforthesizeofgroupcancontainstudentswhowillbringdiverseopinions，experiences，andlearningstylestosolveproblems.Ifagroupmemberfailstologin，thegroupcancontinuetofunctionsmoothly.Agroupoffourisnotsolarge，however，everyneedstocarrytheirshareoftheworkload.Aquadhastheadditionaladvantageofofferingeasypairformationwithinthegroup.

Agroupshouldremaintogetherlongenoughtopassthroughthe“forming”，“storming”，“norming”and“performing”phasescitedinthegroupdynamicsliterature.Studentsneedtimetobecomeacquainted，toidentifyoneanother'sstrengths，andtolearntosupportandcoachoneanother.Thus，itisrecommendedthatgroupmembersremaintogetherforthedurationofanextendedprojectoraseriesofongoingactivities.

3.4EstablishingEqualAtmosphereandReasonableEvaluationMechanismTeachersneedtovarytheirwaysofevaluation.Theycannotevaluatetheirstudentsonlyontheirperformanceorthescore.Students’differencesnotonlyexistintheirindividualitybutalsotheirabilitiesofcooperation.Itisthebestresultifeverystudenttrieshisbesttomaketheircontributionfortheirgroup！Teachersshouldguidetheirstudentstorespecteachotherandtreateachotherequally.

4Conclusion

Tosumup，cooperativelearningiswidelyusedincontemporaryEnglishteaching，andithasproveneffectiveinincreasingmotivationforlearningandself-esteem，redirectingattributionsforsuccessandfailure，fosteringpositivefeelingstowardclassmates，andincreasingperformanceontestsofcomprehension，reasoning，andproblemsolving.Betterunderstandingtheorigin，thedevelopmentandsomepracticalmethodsoforganizingcooperativelearninginEnglishclasscanabsolutelyhelpEnglishteachersachievemoreeffectiveresultintheirlistening，speaking，readingandwritingclasses.However，ifteacherscancarefullystudythestudents’differencesininterests，knowledgereserve，learningstrategiesandskills，boththeteachersandtheirstudentscanreallyreaptheircooperationinEnglishlearning！

Bibliography

[1]Johnson，D.W，&Johnson，R.T.（1989）.Cooperationandcompetition：theoryandresearch.Edina，MN：interactionbookco