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重点论文网    文科论文    英语论文    英语课堂师生合作教学的研究
创建时间:10-28

英语课堂师生合作教学的研究


A STUDY OF COOPERTAION BETWEEN TEACHER AND STUDENT IN ENGLISH CLASS

摘    要   

近几年对课堂合作式学习模式的研究越来越多。在这种模式下,学生分组参加学习,老师根据整个组的表现给以褒奖。本文总结了28项初级教学项目的成果,这些项目为期至少两周,应用很多合作式的学习方法在初级班和中级班的课堂教学中。研究发现证明了合作式的学习方法的有效性,它可以增加学生的成就感,促进积极的竞赛关系和学生之间的互动,提高了学生的自尊心。本文还从特点和效果方面对不同的合作式的学习进行了对比,概述了接下来要研究的内容。

关键词:合作; 英语; 老师和学生


ABSTRACT
Research on classroom cooperative learning techniques, in which students work in small groups and receive rewards or recognition based on their group performance, has been increasing in the past few years. This review summarizes the results of 28 primary field projects lasting at least 2 weeks, in which cooperative learning methods were used in elementary or secondary classrooms. The pattern of research findings supports the utility of cooperative learning methods in general for increasing student achievement, positive race relations in desegregated schools, mutual concern among students, student self-esteem, and other positive outcomes. The various cooperative learning methods are contrasted in terms of characteristics and outcomes, and the next steps for research in this area are outlined.

Key Words: cooperative, English, teacher and stude

Contents
1.Introduction    1
2. The Concept of Cooperative Learning    2
3. The Necessity of Implementing Cooperative Learning    3
4. Current situation of English teaching    4
5. Major Solutions to These Problems    5
5.1Teacher—student cooperation:    5
5.2 Student—student cooperation    5
6. How to Design a Cooperative Learning    6
6.1.Inspire and attract students’ interest    6
6.2 Inspire the students through competition    7
6.2.1 competitions among the groups    7
6.2.2 competitions among the classes    8
6.2.3 training based on the individual    8
6.3 Create the atmosphere for the English learning    8
6.4Inspiring and researching    10
6. 5 My Practice of the Cooperation Learning    10
7. Conclusion    14
Acknowledgements    15
References    16

1.Introduction


On one hand, in the traditional English teaching, teacher is the center role in the classroom, while students are busy taking notes when listening to their teacher. Teacher would like to use spoon-feeding method to impart knowledge. So the students have little opportunities to communicate with teacher or other students in English. Students are exposed to grammar instead of authentic language input. As a result, students master lots of vocabulary and remember many grammatical rules, gradually becoming examination-oriented, but it doesn’t improve their real ability of speaking fluently in English. Since the traditional approaches impeded the teaching, adopting a new approach is imperative. 
On the other hand, with the rapid growth of science and technology, the fast accumulation of knowledge and information and the incessant creation of the market products, the educational system should be reformed for adapting the fierce competition between countries. Particularly, in the middle school, deficiency in English teaching is the most outstanding issue needed to be solved. However, measures done by our educational institution, to some extend, have no effects in improving the efficiency in English teaching in our country. One reason is that students have no clear ideas about English learning. Their attitudes and learning motivations are still vague. The other is teachers often adopt the traditional teaching methods.
 A teaching method—cooperation learning between teacher and students will be introduced in the following part, with the hope of adopting this new teaching method to the English-teaching class and solving the deficiency in English teaching 
 
2. The Concept of Cooperative Learning


Definitions of cooperative learning are different from source to source. “Cooperative learning is the instructional use of small groups so that students work together to maximize their own and others’ learning. (Johnson , Holubec, 1998, p.1.5). When it is done well, cooperative learning is a highly structured teaching strategy that capitalizes on the fact that many children learn better in the midst of interaction with their peers.  Robert Slavin(1987) suggested that cooperative learning occurs when instructional methods enable students to work and learn in small, heterogeneous-ability groups. When this happens, cooperative learning is able to lead students into the “social power of learning” (Zemelman, Daniels, Hyde, 1993).
JoAnn(To di) Grandall(1999)points out that “cooperative learning requires social interaction and negotiation of meaning among heterogeneous group mates engaged in tasks in which all group members have both something to contribute to and learn from the other members.” To put it more concretely, cooperative learning approach defines the class as heterogeneous groups. The learning task is based on interaction and reciprocal interdependence among the members of group and requires mutual help. In this educational approach, students and teachers are in a state of dynamic cooperation and together build up an intimate learning and social atmosphere in the classroom. The textbooks and the teacher are no longer the only source of information, but are replaced by a variety of other people.
 

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