1、中学生英语课堂小组合作学习Table of Contents摘要 .Abstract.1 Introduction 12 Literature Review 32.1 Theoretical Basis 42.2 Methods of Group Learning 53 Implement of Cooperative Learning 63.1 Preparations for the Teaching 63.1.1 Course Analysis 73.1.2 Group Division 73.1.3 Teachers Role 83.2 Teaching Experiments 94
2、Results of Cooperative Learning 134.1 Improvement on Academic Performance 134.2 Being Helpful 145 Problems That Should Be Noticed 165.1 Internal Frictions 165.2 Lack of Cooperative Manners. 165.3 Negative Competition Among Groups 176 Conclusion 18Bibliography 19Appendix 20Appendix 21Acknowledgement
3、221 IntroductionCooperative learning has a history of more than decades (王坦, 2007). Early in the 1st century in ancient Rome, Quiutilianus School firstly pointed that students benefit from group learning. At the beginning of 18th century, British priest Andrew Bell and teacher Joseph Lancaster built
4、 Monitorial System which later swept around the global. Pupils in their experiments were used as helpers to the teacher, passing on the information they had learned to other students. The Monitorial System was then found very practical in America and popularize in the whole country. Later, cooperati
5、ve learning in a form of group work was advocated by Dewey and it made up of a crucial part of his well-known Project Method. While in the field of pedagogy, if strictly demonstrated, scientific and systematic practice on cooperative study actually rose from the 1970s in American. In the followed de
6、cades, The United States conducted a series of education reforms, which sparked numerous researches on cooperative learning. More cooperative learning methods coming into being, such as Teams-Games-Tournaments (TGT), Student Team Achievement Divisions (STAD), Group Investigation (GI), Jigsaw, Academ
7、ic Controversy and Teams-Assisted-Individualization (TAI) were available for teachers to apply into their teaching.There is an old saying quoted from Notes of Study (学记) that no companion in study, no enhancement of vision. It indicates that consciousness of cooperative learning has sprouted long ag
8、o in China, though systematic study started from the late 1980s. According to the existing documents, the early practical trials of group work were launched in Hangzhou, Zhejiang province. In 1993, Shandong Institution of Education and Science hosted a project about cooperative learning experiments,
9、 in which hundreds of schools among 9 provinces were involved. In 1999, China worked out new policies that meant to deepen educational reform and further promote EQO (essential-qualities-oriented) education which highlights the cultivation of independent thinking, creative spirit and practical abili
10、ty. In 2001, the State Council emphasized that cooperative learning should be encouraged so as to realize positive communication, mutual learning between teachers and students. Considered the optimistic efficiency it has achieved, cooperative learning in China has almost been popularized in all scho
11、ols in recent years.With the rapid development of science and technology, social division of labor is continuously refined. It largely contributes to the more frequent international and interpersonal cooperation. Living in a pluralistic and interdependent world, students ought to learn how to cooper
12、ate as well as how to compete. Most companies, in a degree, put cooperative spirit at the first place to evaluate whether employers are qualified with their position or not. However, cooperative capacity cant be trained within a short period. Its still a long journey for educators to fulfill the amb
13、ition of cultivating talents equipped with required qualities such as cooperative spirit, creativity and sociability, etc.2 Literature ReviewCooperative learning has been defined as “small groups of learners working together as a team to solve a problem, complete a task, or accomplish a common goal”
14、 ( Artz & Newman, 1990). Although the basic principles of cooperative learning remained no change, it still exists in several different models. Authorized researchers including Robert Slavin, Roger and David Johnson, and Spencer Kagan, have slightly different approaches and emphases (Metzke & Bergho
15、ff, 1999). They did researches on cooperative learning from various perspectives such as team building, teaching methods, group skills and cooperative learning structures and so on. This part explains relevant theories and teaching methods.2.1 Theoretical Basis Cooperative learning has earned wide p
16、opularity among well-known scholars and educators. And their scientific and efficient theories have been applied to practical teaching. In this paper, four main theories including humanistic education theory, constructivism learning theory, zone of proximal development and elaboration theory are dem
17、onstrated to support this paper.Humanistic education is an educational approach that puts emphasis on the cultivation of a whole person. Humanistic education teaches a wide variety of skills which are needed to function in todays world-basic skills such as reading, writing and computation, as well a
18、s skills in communicating, thinking, decision-making, problem-solving and knowing oneself. And it is a humane approach to education-one that helps students believe in themselves and their potential, that encourages compassion and understanding and that fosters self-respect and respect for others. Co
19、nstructivism learning theory is a philosophy which enhances students logical and conceptual growth. The constructivism learning theory argues that people produce knowledge and form meaning based upon their experiences. Two of the key concepts within the constructivism learning theory which create th
20、e construction of an individuals new knowledge are accommodation and assimilation. Assimilating causes an individual to incorporate new experiences into the old experiences. This causes the individual to develop new outlooks, rethink what were once misunderstandings, and evaluate what is important,
21、ultimately altering their perceptions. Accommodation, on the other hand, is reframing the world and new experiences into the mental capacity already present. Individuals conceive a particular fashion in which the world operates. When things do not operate within that context, they must accommodate a
22、nd reframing the expectations with the outcomes. The role of teachers is very important within the constructivism learning theory. Instead of giving a lecture the teachers in this theory function as facilitators whose role is to aid the student when it comes to their own understanding.The zone of pr
23、oximal development, often abbreviated ZPD, has been defined as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable pee
24、rs. Vygotsky believed that interaction with peers is an effective way of developing skills and strategies. When a student is at the ZPD for a particular task, offering the suitable assistant will break the gap between what he has mastered and what he potentially will develop.（McLeod, S. A. 2010）Acco
25、rding to elaboration theory, instruction should be organized in increasing order of complexity for optimal learning. For example, when teaching a procedural task, the simplest version of the task is presented first; subsequent lessons present additional versions until the full range of tasks are tau
26、ght. In each lesson, the learner should be reminded of all versions taught so far. A key idea of elaboration theory is that the learner needs to develop a meaningful context into which subsequent ideas and skills can be assimilated. As one of the best ways to elaborate is to explain to others, devel
27、opment theory should be implemented as the premise condition of elaboration theory. 2.2 Methods of Group Learning So far, there are four group learning methods being deeply researched and widely implemented in teaching: student-teams-achievement division, team-assisted individualization, cooperative
28、 integrated reading and composition and teams-games-tournament. During thepractic, only the first three are applied to the experiment. In STAD, students are assigned to four-member learning teams that are mixed in performance level, gender, and ethnicity. The teacher presents a lesson, and then stud
29、ents work within their teams to make sure that all team members have mastered the lesson. Finally, all students take individual quizzes on the material, at which time they may not help one another. Students quiz scores are compared to their own past averages, and points are awarded on the basis of t
30、he degree to which students meet or exceed their own earlier performance. These points are then summed to form team scores, and teams that meet certain criteria may earn certificates or other rewards. Similar to STAD, TAI (Slavin, 1984) awards those who perform well, but whats distinguished is that
31、TAI combines cooperative learning with individual study. Children are split into teams of four or five with a mix of ability. After a teacher has taught a lesson, team mates help each other complete exercises. Children are given exercises at a level determined by their score in an initial test. Stud
32、ents are then tested individually. Teams earn recognition by way of weekly awards for their overall performance. In TAI, students emphasize both individual progress and assistant among members.CIRC(Stevens & Slavin, 1995) is a comprehensive program for teaching reading and writing in the upper elementary grades. Students work in four-member cooperative learning teams. They engage in a series of activities with one another, including reading to one another, making predictions about how narrative s
