小学英语教学中小组合作学习常见误区和对策(2)

菜单

5.2 Cultivate Students’ Good Habits 7

5.3 Choose the Tasks Scientifically 8

5.4 Have Scientific Evaluation 10

6. Conclusion 12

Works Cited 13

1. Introduction

With the development of the curriculum reform, people pay more and more attention to the students’ overall development. During this process, the group cooperative learning may play an active role. It is one of the most important learning methods.

However, on the base of the theory it has appeared many problems in practical. Chinese teaching situations are totally different from foreign countries. For a long time, our students are used to the mechanical reading and reciting. If we copy and imitate this method, many problems will occur.

It is time that we did some changes according to the current situation of china. Chinese students have their own characteristics and this essay will mainly explore its problems from different points of view and provide some measures and suggestions. Teachers should first learn how to guide students to discuss. Then, they should cultivate students’ good habits of group cooperative learning. We can also take on various way of evaluation and let students play the dominant role of it. Only in this way can we achieve its initial goal.

2. Literature Review

2.1 The Definition of the Group Cooperative Learning

The group cooperative learning means that teachers pide students into several groups according to their current situation and give their shared learning tasks. First, the group members should rely on each other. They should not only be responsible for their own but also others. Each member should have a strong sense of responsibility. Second, they should build face-to-face constructive communication. They should help each other and finish their common task. At last, group members should evaluate each other. Its basic form is cooperating learning group. The aim of the group cooperative learning is to develop their explorative interests and cultivate their abilities. What’s more, they can also experience the power and the wisdom of a group and finally students can be the maters of learning.文献综述

2.2 The Study of the Group Cooperative Learning in Foreign Countries

This new way of learning method was first put forward in America in 1920s and until the eighties of 20th century it has already reached some effects. Gade.w.1 has pointed out that the teaching process should be an interaction activity. So teachers and the students should have the same rights of speaking. The American educator Andrew M.Dahley has also pointed out that the group cooperative learning has many incomparable advantages. It can improve the testing scores of the students and at the same time cultivate their sociability. The group cooperative learning emphasis the “common” and “share”, so students can save the social resources through the common resources. Andrew M.Dahley stresses that the numbers of a group and the various abilities of each member can both influence the learning effects. Besides, the schools should also provide the required hardware facilities such as the desks and the soft wares (Celeste M. Brody, 1998: 56). In order to make the group cooperative learning expresses its best advantages, many scholars has explored different modes and methods such as Team-Game-Tournament, Group Debate, Exploration and Discussion methods and so on. After years of experiments and implements, the group cooperative learning has been widely used in western countries.

2.3 The Study of the Group Cooperative Learning in China

In China, the earliest study about the group cooperative learning starts from Zhejiang province. Many specialists find that it has brought much vigor and energy to the class. Students are not the bystanders any more and they can participate in the class. Professor Wang Dong Ling pointed out that this teaching method can develop the mutual assistance between students. What’s more, the discussion and participation can improve students’ self-studying ability. Professor Wang Dan from Shandong research center has provided some basic concepts in his new book and also put forward six aspects about group cooperative learning. They are the group interactions, cooperation aims, relationships of the teachers and the students, cooperation forms, situations and the evaluations. (Liu Hong Wu, 2004: 107) In a word, Chinese studies are mainly based on the foreign researches and then put forward some new results. There is no doubt that the group cooperative learning has many incomparable advantages. However, it has appeared many problems in the practical use. Chinese students are different from foreign students and we are also lack of the required teaching abilities and techniques. As a result, we couldn’t reach its expected goals. Then, the essay will analyze the advantages from the teachers’ and the students’ points of view and then provide some suggestions and measures.