论文总字数：29982字

摘 要

《英语新课程标准》将合作学习列为内容标准，其主要目的是将学习重心从过去强调学生单一学习向合作学习转化，从学生被动接受知识向主动获取知识转化。合作学习既是教学要达到的一个重要目标，也是当前基础教育新课程改革倡导的新学习方式之一。此外，除了传统意义上的学生之间的相互合作，如今的合作学习还应拓展到师生间的配合。师生之间相互了解，配合，在听说读写各个方面开展恰当的合作方式，相互配合，相互联系，相互影响，从而全面提高学生的英语能力。

关键词: 合作学习; 合作模式;　初中英语;　教学环节设计

Contents

1. Introduction 1

2. Literature Review 4

3. Normal Models of Cooperative Learning in Junior High School English Learning 6

3.1 Cooperative Learning Model of Pairs Sharing the Same Desk 6

3.2 Cooperative Learning Model of Groups 7

3.3 Cooperative Learning Model between All Staff 7

4. Junior High School English Learning Model Design 8

4.1 Cooperative Learning Model between Teachers and Students 8

4.2 Cooperative Learning Model between Students 9

4.3. Cooperative Learning Model in Skills 10

5. Conclusion 12

Works Cited 14

1. Introduction

Without the cooperation, the society can’t survive, and the society of man has survived because the cooperativeness of its members made survival possible. It was not an advantageous individual here and there who did so, but the group.  In human societies the individuals who are most likely to survive are those who are best enabled to do so with their group.

With the development of education, English teaching has made a big progress. However, we are at a stage of development: new things come out quickly; the situation of world is changing fast; traditional English education methods cannot satisfy the present need. English, the world communicative language, is being accepted by more and more counties. Considering these factors, improving English teaching is no doubt necessary. Cooperative learning is the correct way to solve the difficult problem (Wang Jian, 2004:32).

Cooperative learning is such an efficient activity that it has been widely used all over the world. In our country, it is also widely used in teaching. But to the combination of cooperative learning and middle school English teaching, there is no concrete and detailed research about it. So the author tries doing some searches on it in the thesis.

Cooperative learning is the rise of the 1970s in the United States a system of teaching theories and strategies which the teaching of interpersonal cooperation and interaction as the basic features, refer to students in the group or team in order to complete a common task, there is a clear division of responsibilities for mutual learning. is a cooperative learning model is to explore and try teaching it in secondary school English teaching is to implement the new curriculum needs, but also to develop students ability to cooperate and the need for innovative thinking, it is a new teaching philosophy is to enable students to move up the idea. Cooperative learning is different from the classes of competition for teaching, it makes competitive environment to a collaborative environment, to develop students ability to cooperate with others, but also to make the classroom with a relaxed, harmonious and democratic atmosphere. This learning environment can effectively stimulate the enthusiasm of students to actively participate in practice, develop their sense of participation, in particular, can eliminate the timid or those who have an inferiority complex character of the psychological barriers for students so that they enjoy the joy of success, re- pick up the lost self-confidence, achieve the purpose of teaching for all students (Nunan, 2001: 132). 

The adoption of cooperative learning in teaching incubates the change of educational thought. The students have become the main body of classroom teaching. The student-centered class has taken the place of the teacher-centered class. And the students’ association, their initiative and the good relationship between the teacher and the students are highlighted in English class.

In addition, the adoption of cooperative learning provides a good way for the students to carry out the communicative teaching practically and effectively. In foreign language teaching, language input cannot guarantee the language acquisition, while interaction, meaningful negotiation and language output are very crucial to language acquisition.

In a word, cooperative learning can promote language learning from the following aspects (He Anping, 2002: 36):

(1) It call let the students come into contact with real meaningful materials. And it creates negotiation communicative chances, which can make the students have learning activities on the premise of understanding language meaning.

(2) It can let the students have chances to use new language items and learned language knowledge functions.

(3) It can train the students’ communicative strategies, including how to ask a partner to clarify or prove, how to repeat and how to use some other ways to remedy the defect of their own expression, and etc.

(4) Students can learn something about the other subjects through language activities.

On the other hand, while we do research, we must have some educational theories guide us. After we study through practice, we can get some experience. Then the experience we get can enrich educational and teaching theories. That is to say, the cooperative learning, which is the outcome of educational reform, can work as a bridge and media between theory and practical experience. At the same time, it can promote the development of teaching innovation. It can make teaching go ahead scientifically. Therefore such a good recycle-practice-theory-practice will be built.

Cooperative learning has so many outstanding advantages that it has been laid stress on all over the world. “Cooperative learning is one of the most efficient methods in present educational theory, research and practice.” (Johnson et al, 2005: 32). Cooperative learning has been widely discussed in western countries since the 1970s. People tried to use the experimental study in teaching practice in middle school and primary school. At present cooperative learning is publicly used in America, Canada Israel, German, England, Australia, Japan etc.

The systematic research on cooperative learning in our country started at the end of the 1980s. Group activities began to enter class teaching at the beginning of the 1990s. Therefore it led to the inquiry about cooperative learning. And much progress was made in the mid-1990s. At the beginning of the 21st century it is its mature period (Wang Tan, 2001: 116). In our country the earliest areas where the research on the subject was done tentatively were Shandong Province and Zhejiang Province. In Zhejiang the subject of their research was how to improve all-round development of the students’ characteristics, in which group interactive cooperative learning is involved. In Shandong, the researchers not only paid attention to the theoretical research, they also put cooperative learning into classroom teaching and obtained some experience. Cooperative learning is such an efficient activity that it has been widely used all over the world. In our country, it is also widely used in teaching. But to the combination of cooperative learning and English teaching in junior school, there is no concrete and detailed research about it. So I try doing some searches on it in my paper.

2. Literature Review

Cooperative learning is an ancient concept and practice of education. From written records, the concept of co-education can be traced back masterpiece of classical can be traced back masterpiece of classical education ‘Record of Learning.’ To study all by oneself without a friend makes one ignorant and ill-informed. It advocates that in the learning process, we need to learn from each other and share experiences with each other, in order to increase the efficiency of learning. In the West, as early as the first century, Ancient Rome pointed out that students can benefit from each other to teach. Early 18th century, the British clergyman Bebel and Lancaster in England conducted extensive experiments, their ideas spread to the United States in the early 19th century. During this period, the most outstanding representative of cooperative learning American educator, Parker, he served as an administrator in Massachusetts (1875-1880). Annual averages of more than 30,000 visitors come to test his cooperative learning using the case method. Later, the famous educator John Dewey, J promoted the use of cooperative learning groups in teaching, and treated it as a part in his famous designs (Slavin, 1996: 68).

Cooperative learning is now an accepted and often the preferred instructional procedure at all levels of education.  Cooperative learning is presently used in schools and universities in every part of the world, in every subject area, and of children of all ages.  It is difficult to find a text on instructional methods, a teacher’s journal, or instructional materials that do not discuss cooperative learning.  Materials on cooperative learning have been translated into dozens of languages.  Cooperative learning is now an accepted and highly recommended instructional procedure.

Cooperative learning is a whole set of teaching methodologies and strategies. It takes cooperative groups as the basic classroom structure. It differs in learner-centered teaching from the traditional model of teacher-centered teaching. It arose in the America in the early 1970s and was greatly developed during the period from middle 1970s to middle 1980s (Guo Yanbing, 2002: 9)．Now it has been widely used in different subjects teaching in primary school, middle school and college classrooms in such countries as the USA, Canada, Germany, England, Holland, Japan and Australia and so on. Some researchers, such as David and Roger Johnson，Shlomo，Yael Sharan and Slavin have made valuable attempts to develop the theory and application of cooperative learning．This approach is believed to be more effective than traditional ones．Cooperative learning was put forward as early as 1900s by John Dewey, who emphasized education as a vehicle for teaching citizens to live cooperatively in a social democracy. A second major figure in the history of cooperative learning is social psychologist Kurt Lewin, who in the 1930s and 1940s emphasized the importance of group dynamics in understanding the behavior of leaders and members of democratic groups. More recently, David and Roger Johnson at the University of Minnesota，Shlomo Sharan at the University of Tel Aviv, and Robert Slavin at Johns Hopkins have been among the researchers helping develop cooperative learning into one of the best-researched pedagogical approaches in education over the last thirty years. Through lots of studies, they have found that cooperative learning is superior to more traditional forms of instruction and is rarely inferior to other forms of instruction in producing achievement, critical thinking, self-esteem, racial/ethnic relations, and interpersonal attraction.

Since early 1990s, schools in Zhejiang and Henan Provinces brought in cooperative learning from the USA. After carrying out primary researches, some obvious effects were achieved in the teaching practice. These researches regard cooperative interaction between students as the main cause of its success. Despite people’s history of cooperation, a myth persists that the world is based on the competitive principle of “survival of the fittest”. However, cooperation has been found to be directly related to success, and competitiveness has been found detrimental to career success. “The more competitive a person is, the less chance he or she has of being successful”. We are sure that some suggestions are suitable for us as long as we employ it appropriately. The implementation of cooperative learning in Senior Middle Schools in China can facilitate cultivating the sense of cooperation which is the requirement proposed by our society through establishing teacher-learner interaction and developing students’ interpersonal competence (Chen Lin amp; Wang Qiang, 2002: 47)．

Cooperation is working together to accomplish shared goals. Within cooperative activities individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other"s learning achievements. Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts.  In every classroom, instructional activities are aimed at accomplishing goals and are conducted under a goal structure.  A learning goal is a desired future state of demonstrating competence or mastery in the subject area being studied.  The goal structure specifies the ways in which students will interact with each other and the teacher during the instructional session.  Each goal structure has its place (Johnson et al, 1998: 77).  In the ideal classroom, all students would learn how to work cooperatively with others, compete for fun and enjoyment, and work autonomously on their own.  The teacher decides which goal structure to implement within each lesson.  The most important goal structure, and the one that should be used the majority of the time in learning situations, is cooperation.

From my point of view, nowadays, the content of cooperative learning is much more abundant than before. It is not only the cooperation between students, but also extends to the cooperation between teachers and students at this moment. Teachers and students should understand each other, and use different cooperative methods in listening, speaking, reading and writing appropriately. By these cooperative ways, students can improve their English ability in the round.

3. Normal Models of Cooperative Learning in Junior High School English Learning

3.1 Cooperative Learning Model of Pairs Sharing the Same Desk

At the same table work together to mutual learning between the typical form of cooperative learning is at the same table as the same table, often with two persons, very familiar with each other, exchange and interaction and is very convenient in English teaching, teachers should advocate at the same table of mutual assistance between cooperative learning, and teach some basic methods: mutual silent words, each recite, cooperation and dialogue, etc. For example, while learning 7A Book, students at the same table can help with each other in these following ways. Just like checking the new words, reciting the passages and developing learning skills and so on. In this way, teachers can increase opportunities to develop each student to develop goals. 

3.2 Cooperative Learning Model of Groups

Cooperative learning groups can generally be divided based on the age, sex, language learning, English language knowledge and language skills. It is simple for students who own similar interests and characters to make satisfactory team works. Due to this cooperation mode, the groups can complete different tasks less difficultly. Also teachers should be in control of these groups, and ensure that each group can effectively complete the task, people who are actively involved. 

3.3 Cooperative Learning Model between All Staff

Staff and students is cooperative learning between teachers and classmates to form a good partnership to carry out teaching activities, it co-teaching classes full of objects, emphasizes student-teacher cooperation, teacher-teacher cooperation, and the full participation and cooperation of the teaching process, such as every month the teacher will ask each student to their class inside and outside the paradox encountered, problems such as compilation, co-authored an English paper, each phase group in turn, help teachers out of good questions, then teachers will be issued to the questions a student’s individual learning exchanges on the basis of class discussion, to solve a variety of “incurable diseases”. It is worth mentioning that the questions in the back of each channel marked with the students the best name, students feel very proud, better promoting their passion for learning.

4. Junior High School English Learning Model Design

4.1 Cooperative Learning Model between Teachers and Students

As a new teaching model, cooperative learning model construction between teachers and students is extremely beneficial in English study in junior high school. The lesson under the cooperative learning model construction is no longer a teacher’s monologue, but the stage where the students play their own shows. Cooperative learning model construction between teachers and students is not based on the individuals, but on the teams. It aims to change the teachers’ teaching methods, build an open environment of learning, and develop students’ ability to acquire knowledge of the language through various channels. It is really a good channel to help students create a positive study motivation and attitude. Based on the current situation of cooperative learning model construction between teachers and students in junior high school English classes, junior high school English teachers should make cooperative learning model construction between teachers and students more effective in these following ways.

4.1.1 Democratic and Equal Relationship between Teachers and Students

Teachers should not discriminate the students who always get low marks. Each student has a separate personality, rich inner world and the unique way to express their emotion. Teachers should respect individual differences of students and help students discover and realize their dreams, not always shape them according to teachers’ ideals. Teachers’ duty is not only to impart knowledge, but also to develop a democratic and equal relationship between teachers and students for them to communicate with each other.

4.1.2 Nonverbal Behaviors in Classes

Teachers should try to use expressions and take communications seriously by eyes. Teachers’ rich facial expressions can help students integrate into the teaching situations created by teachers. However, inappropriate expressions may make students feel nervous and do harm to students’ development.

4.1.3 Reasonable Teaching Situation in Classes

According to the real condition, teachers ought to create more teaching situations which are beneficial to the communication and cooperation between teachers and students. Firstly, teachers can choose suitable topics by observing the interests of students. Then, by talk, demonstration, cooperation and in some other ways, students are more likely to join in the class activities.

4.2 Cooperative Learning Model between Students

4.2.1 Cooperative Learning between Desk Mates

As desk mates, two persons are always together and similar with each other. It is very convenient for them to communicate with each other. There are many different ways to use, such as reading passages, dictating new words with each other, making dialogues with each other. For example, when we are learning unit 1 of 7A Book, desk mates can make a simple and short dialogue to practice the new words and sentences. We can talk to desk mate about our names, ages, interests and some other information. There are a lot of opportunities for desk mates to use in our daily life in the way of cooperative learning. It is not only convenient, but also useful.

4.2.2 Cooperative Learning between Groups

Team work is another form of cooperative learning between students. Cooperative learning between groups is a kind of teaching strategy; it is assembled according to certain requirements for each member to obtain better learning results. Cooperative learning between groups reflects the modern education idea. It aims to cultivate students’ independent consciousness, independent habits through active participation in the learning process of students. In order to achieve the common learning objectives, team members learn from each other, help with each other. For example, when a dialogue is displayed in front of our group, different group members can play different roles and communicate with each other. By this method, study can become more interesting and easy. It also can stimulate students’ enthusiasm for learning English.

4.2.3 Cooperative Learning between All Classes

As a whole class, different students have different characteristics.

To make study more effective, it is significant to use cooperative learning. Middle school students tend to cooperative with each other during their interaction. Cooperative learning requires students to finish a joint task during their communication and cooperation, which in favor of developing students’ cooperative sense and cultivating their cooperative spirit. At the same time, it can reduce aloneness and anxiety that may occur in students’ independent learning, which can make students sense the happiness of study during cooperation.

4.3. Cooperative Learning Model in Skills

4.3.1 Cooperative Learning Model Design in Listening

As a significant skill, listening is one of the teaching goals in junior high school’s English teaching. So making an appropriate cooperative learning model construction in listening is extremely beneficial to students. Here comes an example for students to refer. This method allows each group to make a full use of the cooperative learning construction. While doing a listening exercise, each member of groups take turns to read the materials for the other people. After reading, the reader can even put forward some questions which are mentioned in the materials, and the other members should write the answers on this in training, and then discuss the sharing, analysis, causes of the errors, head of the answer to the team members to assess the situation, stated material type and hearing assessment. Taking use of the aids between group members and the successful completion of the task, to enable students to experience the psychological effect of helping others, but also cultivate the spirit of cooperation

4.3.2 Cooperative Learning Model Design in Speaking

In the English classroom teaching, that generally refers to the form of dialogue in the dialogue process, according to the conversation so that students act as different roles for reading, recitation, eugenics led poor students, and on this basis, the group co-wrote and performed for example, ask for directions in teaching, shopping, see a doctor, call the other conversation, can take this way, and students are very fond of this way, the effect is also very good. 

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