英语课堂师生合作教学研究.docVIP

摘 要 近Research on classroom cooperative learning techniques, in which students work in small groups and receive rewards or recognition based on their group performance, has been increasing in the past few years. This review summarizes the results of 28 primary field projects lasting at least 2 weeks, in which cooperative learning methods were used in elementary or secondary classrooms. The pattern of research findings supports the utility of cooperative learning methods in general for increasing student achievement, positive race relations in desegregated schools, mutual concern among students, student self-esteem, and other positive outcomes. The various cooperative learning methods are contrasted in terms of characteristics and outcomes, and the next steps for research in this area are outlined. Key Words: cooperative, English, teacher and stude Contents 1．Introduction 1 2. The Concept of Cooperative Learning 2 3. The Necessity of Implementing Cooperative Learning 3 4. Current situation of English teaching 4 5. Major Solutions to These Problems 5 5.1Teacher—student cooperation: 5 5.2 Student—student cooperation 5 6. How to Design a Cooperative Learning 6 6.1.Inspire and attract students’ interest 6 6.2 Inspire the students through competition 7 6.2.1 competitions among the groups 7 6.2.2 competitions among the classes 8 6.2.3 training based on the individual 8 6.3 Create the atmosphere for the English learning 8 6.4Inspiring and researching 10 6. 5 My Practice of the Cooperation Learning 10 7. Conclusion 14 Acknowledgements 15 References 16  1．Introduction On one hand, in the traditional English teaching, teacher is the center role in the classroom, while students are busy taking notes when listening to their teacher. Teacher would like to use spoon-feeding method to impart knowledge. So the students have little opportunities to communicate with teacher or other students in English. Students are exposed to grammar instead of authentic language input. As a re