高中小组合作学习模式对不同认知风格学生英语写作的影响分析-教育学专业论文.docxVIP

PAGE PAGE IV 高中小组合作学习模式对不同认知风格学生英语写作的影响研究 英文摘要 A Study of the Effect of Group Cooperative Learning on English Writing for Students with Different Cognitive Styles in Senior High School Abstract In the research field of language learning and teaching, Cooperative Learning (CL) is gaining more and more attention in the last decade. Cooperative learning refers to a system of teaching and learning strategies, which take small groups as the basic form of the classroom structure, requiring interaction among group members engaging in tasks in which all members have something to contribute to and learn from other members. Cooperative Learning, as one of the most successful reforms in teaching and learning in the last decade, focuses on the awareness of cooperation among students and the increasing importance of the dominant role that students themselves should play. The purpose of cooperative learning is to elicit the most optimal learning effect for each student while reducing their learning stress. However, there are different cognitive styles among students. Can CL meet the demands of different cognitive styles? This study focuses on the effect of cooperative learning on English writing for students with different cognitive styles in the senior high school so as to optimize each student’s learning effect in writing. The author illustrates Cooperative Learning by studying the achievements made in the field both home and abroad. A general survey is made on the related researches and studies on CL and learners’ cognitive styles. Then, by means of educational experiments, classroom testing, questionnaire analysis as well as textual analysis, the author moves on to discuss the results of the experiment, the changes in the subjects’ attitude, and their ability in writing after the adoption of CL. Through two months’ observation and experiment, this writer discovers the following findings: Firstly, cooperative learning has some positive impacts on the attitude of students wi