Analysis of cooperative learning in language teaching in primary schools-毕业论文翻译.docVIP

Analysis of cooperative learning in language teaching in primary schools With the deepening of the reform of language teaching in primary school and a growing number of new teaching methods and methods in the classroom. The way students learn more and more diverse, there has been “active participation, willing to explore. exchanges and cooperation “as the main feature” group cooperative learning, it is an effective way to improve the efficiency of classroom teaching, but this learning is not in each teacher’s classroom teaching can be a good use of. New curriculum clearly stated: “To actively promote autonomy, cooperation, explore ways of learning”. Therefore, the author of language teaching in primary schools in the group cooperation, “presented as a research topic. First, the research background Group cooperative learning has brought vitality to the language teaching, but because enough teachers to know the specific operation of the following issues. A combination of lack of scientific General cooperative learning is life and life co-operation or teacher-student cooperation. Which may have sub-ability students cooperation, some group, so easy to lose balance. (2) The lack of practicality A lot of cooperation necessary to enable students to cooperative learning, and put basket case, the lack of effectiveness, in order to form cooperation. (3) the classroom is difficult to control For new teachers, students in cooperative learning, a word, a phrase, the answer is positive, then is not good to stop them to speak. However, to completely give them the freedom to say, would affect the progress of the classroom is easy to get out of control, resulting in a “put out not being paid,” the consequences. (4) student participation is not balanced By the observation that many good students to participate in the machine group cooperative learning difficulties students became the audience, they crossed the independent think