论文部分内容阅读
Nowadays, the cooperative learning has already become the hotspot of the updated Curriculum Innovation. As one of the composing parts of the basic educational reforming system which is featured with the Chinese characteristic, the cooperative learning helps the students obtain direct experience; foster the scientific spirit and attitude; master the basic scientific method and improve the competence of solving the practical problems through cooperating with each other. The implement being performed in primary and secondary schools highly promoted the Quality Education which emphasizes the initiative ,inquiry and cooperation.The updated Curriculum Innovation puts emphasis on the students’ all-round development and lifelong development. For English teaching, the teachers must switch traditional ideas of " the subject-center-only" and "the knowledge-center-only’. And the standards of curriculum innovation follows the rules of language study and the psychological and physiological features and requirements of students of different levels. It demands that teachers should try to avoid the spoon-feed teaching method and should creatively design the teaching activities which are closer to students, attracting them to take part actively and thus the study task can be completed by students’ thinking, investigating, discussing communicating and cooperating. This Curriculum Innovation has put forward new requirements for all the teachers. First of all, to develop the cooperative ability is what teachers should pay attention to .How students perceive each other and interact with one another is a neglected aspect of teachers’ instruction. Much training time is devoted to helping teachers arrange appropriate interactions between students and materials (i.e., text books, curriculum programs) and some time is spent on how teachers should interact with students, but how students should interact with one another is relatively ignored. It should not be. How teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how they feel about each other, and how much self-esteem they have.Under such kind of background, the writer of the thesis studied a lot about Education Theory, Updated Curriculum Theory, Language Teaching Theory and some other relevant theories. With the aid of philology analysis method and the empirical studies, the writer combined the cooperative learning with English teaching practice and pointed out creatively the Cooperative Learning Pattern.Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of successfully understanding and completing it.The main body of this thesis consists of the following four parts:Firstly, the exposition of Literature Research on cooperative learning, including its history, definition, and elements;Secondly, empirical studies. The writer summarized a Pattern of Cooperative Learning in English Class and gave a Case Study of Cooperative Learning in English Class;Thirdly, discussion. In this part, the writer gave a concrete description of the teachers’ roles through the procedure of English cooperative learning. Besides, the writer made a report on issues and responses arising in the course of implementing the cooperative learning in English classes.Fourthly, reflection. It talks of the future of the cooperative learning in education.