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现如今,中国的具体国情决定了中学阶段班级人数在四十至五十人左右,这样的大班授课制在初中英语教学过程中存在局限性,也很容易出现两极分化现象。而小组合作学习机制的引入则能在很大程度上解决这一问题,它不仅能活跃课堂气氛,激发学习兴趣,还能培养团队意识,挖掘个人潜力。合作学习(Cooperative Learning)早在18世纪初就被提及,但正式研究始于20世纪50年代的美国,其兴起以前苏联于上世纪80年代推出的“合作教育学”
Nowadays, the specific national conditions in China determine the number of students in the middle school stage is about 40 to 50. Such a large-scale lecture system has limitations in the process of junior high school English teaching and is also prone to polarization. The introduction of group cooperative learning mechanism can solve this problem to a great extent. It can not only stimulate classroom atmosphere, stimulate learning interest, but also cultivate team awareness and tap individual potential. Cooperative Learning was mentioned as early as the early 18th century, but formal research began in the 1950s in the United States. The rise of the United Cooperative Learning, launched in the 1980s by the Soviet Union,