毕业论文：浅谈中国小学的英语合作学习.doc

1、毕业论文英文论文题目COOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINA中文论文题目浅谈中国小学的英语合作学习姓名学号120300411000016学习中心河北沧州黄骅奥鹏学习中心专业英语（师范方向）指导教师二一四年二月1毕业论文承诺书提示根据北京语言大学网络教育学院论文写作的规定，如发现论文有抄袭、网上下载、请人代写等情况，毕业论文一律不及格。同时取消学士学位申请资格。毕业论文不及格者，可申请重写一次，并按重修缴纳费用。本人承诺本人已经了解北京语言大学的毕业论文写作的有关规定；本人的论文是在指导教师指导下独立完成的研究成果。整篇论文除了文中已

2、注明出处或引用的内容外，绝没有侵犯他人知识产权。对本论文所涉及的研究工作做出贡献的个人和集体，均已在文中以明确方式注明。签名_日期_201429_2OUTLINE1THEBACKGROUNDOFLEARNINGMETHOD11THENECESSITYOFLEARNINGENGLISH12EDUCATIONALENVIRONMENTANDPROBLEMSOFPRIMARYSCHOOLENGLISH13COOPERATIVELEARNINGMODELWASPROPOSED2INTRODUCETHECOOPERATIVELEARNINGOFENGLISH21THEIDEAOFCOOPERATIVEL

3、EARNING22THEFORMOFCOOPERATIVELEARNING23SCHOLARSAGREEWITHCOOPERATIVELEARNING24THESTUDENTSAREPROMOTEDINTHECOOPERATIVELEARNING25COOPERATIVELEARNINGENGLISHISFITFORCURRICULUMSTANDARDS3THEFEATURESOFCOOPERATIVELEARNING31LETEVERYSTUDENTLEARNTOSEIZEOPPORTUNITIES32LETEACHSTUDENTDEVELOPHISOWNPERSONALITYANDGETA

4、REASONABLEDEVELOPMENT33LETEVERYSTUDENTLEARNTOCOOPERATE4HOWTOCONDUCTGROUPWORK41DIVIDEDINTOTHEGROUPSWELL42CLEARMANDATE43CONDUCTACTIVITIES431THECOMPETITIONMETHODWITHGAMESINTHEGROUP432ACTOUTTHEDIALOGUEINGROUPS44REASONABLEASSESSMENT5SOMEPROBLEMS51STUDENTSDONOTTAKETHEINITIATIVETOCOOPERATE52STUDENTPARTICIP

5、ATIONISNOTBALANCEDCONCLUSIONBIBLIOGRAPHY3THESISSTATEMENTENGLISHISAVERYPRACTICALSUBJECT,ANDUSINGENGLISHFORCOMMUNICATIONISAMAINEXPRESSIONINPRACTICEPRIMARYENGLISHTEACHINGSHOULDDEVELOPSTUDENTSINTERESTINLEARNINGENGLISHIMPROVETHEIRENGLISHCOMMUNICATIONABILITY,WHICHISTHEMAINTASKCOOPERATIVELEARNINGFORITSCOOP

6、ERATION,FUN,COMPETITIVEADVANTAGESISWIDELYUSEDINENGLISHTEACHINGINPRIMARYSCHOOLINTHISARTICLE,THEAUTHORATTEMPTSATTEACHINGBYHERSELFTOTALKABOUTCOOPERATIVELEARNINGOFENGLISHITISFITFORENGLISHTEACHINGINPRIMARYSCHOOLSANDITISONEOFTHEBESTWAYSANDCOOPERATIVELEARNINGINTEACHINGEMBODIESSEVERALFEATURESINTHISPROCESS,T

7、HEWRITERTRIESTOFINDOUTTHEBESTWAYOFCOOPERATIVELEARNINGMETHODSINPRIMARYSCHOOLSINENGLISH,ASWELLASSEVERALPROBLEMSINCOOPERATIVELEARNINGWHICHAREALSODISCUSSEDINTHISPAPERKEYWORDSCOOPERATIVELEARNINGENGLISHPRIMARYSCHOOLCHINA关键词合作学习英语小学中国COOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINA4COOPERATIVELEARNINGOF

8、ENGLISHINPRIMARYSCHOOLSINCHINACHAPTERTHEBACKGROUNDOFLEARNINGMETHOD11WITHTHECONTINUOUSDEVELOPMENTOFECONOMY,CHINASINTERNATIONALSTATUSISRISINGINORDERTOCONTACTTOTHEINTERNATIONALCOMMUNITY,ENGLISH,ASANINTERNATIONALCOMMONLANGUAGE,BECOMESMOREANDMOREWIDELYUSEDINCHINAINORDERTOLAYASOLIDFOUNDATION,ANDFOLLOWTHER

9、ULESOFLEARNINGLANGUAGE,STUDENTSBEGINTOLEARNENGLISHSINCETHEYAREINPRIMARYSCHOOLSMEANWHILE,LEANINGENGLISHHASALOTTODOWITHLEARNINGMETHODS12INTHEPRESENTOFEDUCATIONALENVIRONMENT,THEREAREALOTOFSTUDENTSINTHESAMECLASSLARGECLASSTEACHINGISTHEFEATUREFULLTIMEENGLISHTEACHERSOFPRIMARYSCHOOLTEACHMORETHANSIXTYSTUDENT

10、S,SOMETIMESEVENMOREINCLASS,THETEACHERSONLYSAYBYTHEMSELVES,ANDTHISMETHODISNOTSUCCESSFULTHESTUDENTSAREFORCEDTOLEARNENGLISHANDASKEDTORECITEWORDSANDSENTENCESWITHOUTRULESTEACHINGPRACTICEHASPROVEDTHISMODELDOESNOTFITTHENEWENGLISHCURRICULUM,ANDGRADUALLYEXPOSESSOMEPROBLEMSONTHEONEHAND,SOMESTUDENTSHATELEARNIN

11、GENGLISHONTHEOTHERHAND,POLARIZATIONISWORSEANDWORSE13INORDERTOCHANGETHEOLDTEACHINGPATTERN,ENCOURAGEANDTRAINSTUDENTSINTERESTSINLEARNINGENGLISHIFINDCOOPERATIVELEARNINGISONEOFTHEBESTWAYSINPRIMARYSCHOOLDURINGTHISPROCESS,INOTONLYPRACTICEBUTALSOSTUDYENGLISHINTEACHINGTHEREFORE,ICANIMPROVETHEEFFICIENCYOFENGL

12、ISHTEACHINGINPRIMARYSCHOOLCHAPTERCOOPERATIVELEARNINGOFENGLISH21“COOPERATIVELEARNING,“WHICHISATEACHINGMODELITISBASEDONCLASSROOMBASEDTEACHINGORGANIZATIONUNDERTHISPREMISE,COOPERATIONIDEASISTHESOUL,AND“TEAMTEACHING“ISANIMPORTANTFORMOFORGANIZATIONBYCARRYINGOUTCOOPERATIVELEARNINGGROUPS,PLAYINGANACTIVEFUNC

13、TIONINGROUPSANDIMPROVINGTHEINDIVIDUALSMOTIVATIONANDABILITYTRULYMAKEENGLISHTEACHINGBECOMEACOMMUNICATIVECOOPERATIONPROCESSCOOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINA522ACOOPERATIVELEARNINGTEACHINGENGLISHINPRIMARYSCHOOLSCARRIEDOUTMAINLYINSMALLGROUPS,WHICHISCALLEDCOOPERATIVELEARNINGGROUPSTHESOCA

14、LLEDCOOPERATIVELEARNINGGROUPSUSUALLYCONTAIN46STUDENTSINEACHGROUPSTUDENTSAREDIVIDEDACCORDINGTOTHEIRMARKS,ABILITIES,ANDPERSONALITIESEACHRECONSTITUTEDGROUPWILLBETHEBEST23MANYSCHOLARSBELIEVECOOPERATIVELEARNINGINGROUPSISANADAPTATIONOFAVARIETYOFLEARNINGSTYLESANDITCANPROMOTETHESTUDENTSTOJOINITACTIVELY,ANDI

15、TISALSOTHEMOSTPOPULARANDMOSTEFFECTIVEMETHODASEARLYAS1979,AMERICANEDUCATIONALEXPERTSJOHNSONDISCUSSEDTHEVARIOUSBENEFITSOFTHISAPPROACHCOOPERATIVEGROUPMEMBERSCANGRADUALLYFORMEDASUPERBCONCEPTLEARNINGSTRATEGIES,ANDTHEMEMBEROFGROUPSCANEXPLOREMOREEFFECTIVEINFORMATIONFROMOTHERSSOTHEMEMBERSCANGETMOREUSEFULMAT

16、ERIALSINLESSTIMEATTHATTIME,SOMESOCIALTEACHINGADVOCATESTHOUGHT,THEREWASALINKBETWEENTHEFORMATIONOFCOOPERATIVESOCIALBEHAVIORANDTHEDEVELOPMENTOFSKILLSANDKNOWLEDGE,SOTHEYUSEDTHEFORMSOFCOOPERATIVELEARNINGWHICHGRADUALLYDEVELOPEDINTOATEACHINGTHEORYANDTACTICALSYSTEMBASEDONTHEFOLLOWINGSIXTHEORIESGROUPDYNAMICT

17、HEORY,WHICHWASINVENTEDBYGERMANYPSYCHOLOGISTKLEWIN,ITTHOUGHT,THEGROUPISBASICALLYADYNAMICGROUPWITHTHEIRMEMBERSMUTUALDEPENDENCECHANGINGCONTINUALLYINSIDE,ANYMEMBERSCONDITIONCANCAUSETHECHANGINGOFOTHERMEMBERSCONDITION,ANDTHEINTENSEINSIDECONDITIONCANMOTIVATETHEGROUPTOREACHCOMMONANTICIPATEDAIMSSOCIALCOHESIV

18、ENESSTHEORYITWASSIMILARTOGROUPDYNAMICTHEORYITINTERPRETEDTHETEACHINGEFFECTOFCOOPERATIVELEARNINGFROMTHEASPECTOFMOTIVATIONHOWEVER,ITSEMPHASISISMEMBERSSHOULDCARETHEGROUPTHEONEWASCOMPLEXLEARNINGTHEORYRISINGINFOREIGNCOUNTRIESCONSTRUCTIVISMITSAIDKNOWLEDGEWASNEITHEROBJECTIVENORSUBJECTIVE,ANDJUSTWASAKINDOFIN

19、TERPRETATION,ANDWASMOVING,NOTSTATICONTHEBASISOFTHISREALIZATION,CONSTRUCTIVISMHIGHLIGHTEDTHESTUDENTSSTATEANDFUNCTIONINACTIVITIESOFLEARNINGCOGNITIVEDEVELOPMENTALTHEORYFROMTHEASPECTOFCOGNITION,GAVESPECIALCOOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINA6ATTENTIONTOTHEIRTASKTHATHADFINISHEDINCOOPERATIV

20、ELEARNINGEVERYGROUPMEMBERIMPROVETHEIRCOGNITIVELEVELATTHEPROCESSOFGETTINGGROUPAIMSTHETHEORYTHOUGHT,ITWASEASIERTOUNDERSTANDANDMASTERSOMEIMPORTANTNOTIONSFORCHILDRENUNDERTHEMUTUALEFFECTOFTAKINGVERYTASKSTHEDEVELOPMENTOFCHILDRENANDTHEIRSOCIALBEHAVIORWEREINCREASINGLYFORMEDTHROUGHTHEMUTUALEFFECTANDCOMMUNICA

21、TIVECOGNITIONOFACCOMPANIESAMERICANPSYCHOLOGISTAMASLOWCREATEDNEEDSGRADUATIONTHEORY,WHICHWASATHEORYOFSTUDYINGMENSNEEDSTRUCTURECLASSWASANACTIVITYBETWEENONEPERSONANDAGROUPITWASVERYIMPORTANTFORSTUDENTSDEVELOPMENT,NOTONLYTOSATISFYTHEIRCOMMUNICATIONANDSOON,BUTSATISFYTHENEEDFORDEVELOPMENTANDEGOREALIZATIONBY

22、THEWAYOFCOMMUNICATIONFORMINGSOCIALPERSONALRELATIONSHIPCLASSROOMINSTRUCTIONALTECHNOLOGYTHEORYITTHOUGHTTHEREAREMAINLYTHREEFACTORSTOAFFECTTHEQUALITYOFCLASSSTUDYINGANDSOCIALMENTALENVIRONMENTTASKSTRUCTURE,INCENTIVESTRUCTURE,ANDAUTHORITYSTRUCTURETHECLASSROOMINSTRUCTIONALTECHNOLOGYISTHEUNITYOFTHETHREEFACTO

23、RSITHASANILLUMINATINGSIGNIFICANCEOFCOOPERATIVELEARNINGATPRESENT,THECOOPERATIVELEARNINGHASBEENBROADLYUSEDINSCHOOLSINMANYCOUNTRIES,SUCHASUSA,BRITAIN,HOLLAND,ETCABSORBINGTHEEXPERIENCEOFFOREIGNTEACHING,TEACHERSINOURCOUNTRIESSHOULDEXCAVATEOWNPOTENCYTOMAKEUSEOFCOOPERATIVELEARNING24THESTUDENTSHAVETHEATTITU

24、DESANDEXPERIENCESOFCOOPERATION,SOTHEMORETHEYAREABLETOHAVECLEARLEARNINGGOALSTHEYBELIEVEIFTHEYWORKHARDTHEYWILLGETEXCELLENTACHIEVEMENTBYTHEMSELVESATLASTTHEYMUSTBETHEBESTSTUDENTSSOTHEYTHINKITISIMPORTANTTOLEARNNEWKNOWLEDGETHEYWILLBEMORECAREFULWHENSTUDYINGROUPSCOMPARINGWITHTHEONLYCLASSGROUPORINDIVIDUALLEA

25、RNING,STUDENTSWHOHAVECOOPERATIVELEARNINGEXPERIENCEWILLBETHEOWNERTHISKINDOFMETHODCANSTIMULATESTUDENTSCOMPREHENSIVEABILITY25COOPERATIVELEARNINGGROUPSHAVEBEENACCEPTEDBYMANYCOUNTRIESEDUCATORSSINCETHE1980S,ITHASALSOBECOMECHINASTEACHINGTHEORYINTHECOOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINA7“ORDINA

26、RYHIGHSCHOOLCLASSROOMFULLTIMECOMPULSORYSTANDARDSTRIALVERSION,“THEBASICCONCEPTANDIMPLEMENTATIONOFTHEPROPOSEDCLASS,COOPERATIVELEARNINGHASBECOMEANIMPORTANTCONCEPTTHESTANDARDELABORATEDTHETASKOFPRIMARYSCHOOLENGLISHCURRICULUMSTIMULATINGANDDEVELOPINGSTUDENTSINTERESTINLEARNINGENGLISH,SOTHATTHEYCANBUILDCONFI

27、DENCE,DEVELOPGOODHABITSANDCREATEANEFFECTIVELEARNINGSTRATEGYMANYELEMENTARYEDUCATORSAREENGAGEDINCOOPERATIVELEARNINGGROUPSANDEXPLOREOURSPECIFICPRACTICETHEYEXPECTTOFINDPRACTICALCOOPERATIVELEARNINGGROUPSWITHCHINESECHARACTERISTICSCHAPTERTHEFEATURESOFCOOPERATIVELEARNINGATEACHERANDSTUDENTSSHOULDUNDERSTANDAN

28、DRESPECTEACHOTHER,ANDWORKINAHARMONYANDFRIENDLYENVIRONMENTNOWADAYS,EDUCATIONADVOCATESTHESTYLEOFPERSONALITYFIRSTANDSTUDENTSASPROTAGONISTATEACHERISNOTSTANDATHIGHPLACEHEORSHESHOULDBEMORELIKEFRIENDS,ANDPARENTSTOTREATANDCARESTUDENTSESPECIALLYINSOMECLOSEDTYPESCHOOLSCLASSMATESANDFRIENDSAREONEOFTHEMOSTIMPORT

29、ANTPARTSTHEYTOGETHERCHAT,STUDY,COURAGEEACHOTHER,ANDPLAYGAMESINCERTAINWAY,FRIENDSARETHENECESSARYPARTINTHEIRLIFETHEYCANGIVEEACHOTHERSOMESUGGESTIONWHENCOMINGACROSSAFEWTROUBLESBUTITISLIMITEDFORTHEM,BECAUSETHEYAREATSAMEAGESTAGEANDBOTHIMMATUREATTHISMOMENT,ATEACHERBECOMESTHEFRIENDSANDPARENTSOFTHEMTHEYGIVET

30、HERIGHTSUGGESTIONANDLOVETOSTUDENTSBYTALKINGANDEXCHANGINGIDEASINTIMEATEACHERSHOULDMAKEGOODEFFORTTOBECOMESTUDENTSRELIABLEANDWELCOMEDPERSONSONTHEOTHERHAND,ATEACHERSHOULDBEREADYTOHEARTHECRITICANDSUGGESTIONFROMSTUDENTS,ANDFINDSTHEDEFECTANDTRYTOIMPROVESELVESACCORDINGTOWHATWANGFENGXIANWROTEINTHEBOOK“LEARNI

31、NGANDTEACHINGTHEORY”SCHOLARSATHOMEORABROADEVERRESEARCHEDON“THEPSYCHOLOGEOFTEACHERSTHATSTUDENTSLIKE”,THESTUDENTSATHOMEANDABROADHAVEALITTLEDIFFERENTATTITUDEONTHISQUESTION,BUTOFALLPARTS,THEYARETHESIMILARIDEAS“THEYALLLIKEENRICHEDKNOWLEDGETEACHERSWITHTHEQUALITYOFSKILL,WARMHEARTED,FRIENDLY,GOODTEMPERANDJU

32、STICE”THEYAREEASYTOGETALONGWELLWITHSTUDENTSIFATEACHEROCCUPIESTHESETOTHEOPPOSITE,ITISDIFFICULTFORCOOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINA8TEACHERSTODOTHATAGOODRELATIONSHIPBETWEENATEACHERANDSTUDENTSISTHEVITALFACTORTHATSTUDENTSMAKEPROGRESSINSTUDYINGINMYOWNTEACHINGPRACTICE,COMPARINGWITHTHEPRE

33、VIOUSTEACHINGMODELBY“COOPERATIVELEARNING”,IHAVETHEFOLLOWINGEXPERIENCE31LETEVERYSTUDENTLEARNTOSEIZEOPPORTUNITIESCOMPULSORYENGLISHCOURSESSHOULDBEOFFEREDTOEVERYSTUDENT,ANDMAKETHECLASSSERVEFOREVERYSTUDENTASAYOUNGPRIMARYSCHOOLENGLISHTEACHER,IFEELITISDIFFICULTFOREVERYSTUDENTTOENJOYTHEKNOWLEDGEINTHEIRCLASS

34、ASWHILE,ITISALSOACHALLENGEFORATEACHERTOCONTROLATHEWHOLECLASSWITH50TO60STUDENTSONLYASMALLNUMBEROFSTUDENTSWHOHAVETHEGOODBASICCANANSWERQUESTIONSACTIVELYANDENTHUSIASTICALLYINCLASS,ANDCANTAKEPARTINALLKINDSOFACTIVITIESBUTMOSTOFTHESTUDENTSLIKEASPECTATORINTHEPASTFEWYEARS,THROUGHCOMMUNICATINGWITHOTHERTEACHER

35、S,IFOUNDTHATTHISISACOMMONPROBLEMINPRIMARYSCHOOLSFORENGLISHTEACHERSFORTHEABOVEQUESTION,IALSOHADPRACTICALEXPLORATIONATTHEBEGINNING,ITRIEDTOPRACTICETHESAMETABLE,WHICHALLOWSSTUDENTSTOPRACTICEORALEXERCISESCONDUCTEDATTHESAMETABLETHEDESKMATESDISCUSSEDSOMEQUESTIONS,ANDGOTTHEANSWERSTHESTUDENTSATTHESAMETABLEF

36、INISHEDATASKTOGETHERBUTSOONIFOUNDTHATTHERESTILLWILLBEOVERTHIRTYGROUPSFORONLYTWOSTUDENTSASAGROUPDURINGTHECLASS,TEACHERSCANTCHECKEVERYGROUP,ANDHELPTHEMTOWORKOUTEVERYQUESTIONWHILESTUDENTSATTHESAMETABLELEARNBETTERTHANASINGLEPERSON,BUTITALSOHASALOTOFLIMITATIONSSOITRIEDTOORGANIZETHEGROUPSOFFOURASACOOPERAT

37、IVELEARNINGMETHODINTHISWAY,ITBECOMESACLASSFORAGROUPOFFOUR,TOTALLYFIFTEENTOTWENTYSTUDYGROUPSVIRTUALLY,ONEOFTHEORIGINALSIZEOFTHECLASSLOOKSGREAT,HASEVOLVEDINTOASMALLCLASSCOMPOSEDOFFIFTEENGROUPSAMONGFOURTEAMS,EACHSTUDENTHASACCESSTOEXCHANGEWITHMORESTUDENTS,BUTALSOHAVETOSHOWTHEMSELVESTOOTHERSTUDENTS,ANDHA

38、VETHEOPPORTUNITYTOEXPRESSTHEIRVIEWSINASMALLGROUPOFFOURSTUDENTS,THESTUDENTSTHINKACTIVELY,PRACTICEKNOWLEDGEANDSKILLSWHATTHEYHAVELEARNEDTHEYFULLYDEVELOPTHEIRACQUIREDSKILLSTHEN,DURINGTHEGROUPDISCUSSIONACTIVITIES,EACHMEMBERSHOWSTHEMSELVESINTHEIRCLASSINTURNTHEOPPORTUNITYOFEXPRESSINGHASBEENGREATLYIMPROVEDF

39、OREXAMPLE,BEFORETHEENGLISHCLASS,THESTUDENTSPERFORMTHESPEAKINGTRAININGEVERYGROUPCOOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINA9PRACTICESENGLISHDIALOGUESINTURNSUCHASTHEWEATHER,THECLASS,THESCHOOL,ANDTHEYCANALSOMAKEUPTHEDIALOGUESACCORDINGTOTHETEXT,THEIRSTUDY,THEIRLIVESANDTHEIRHOBBIESTHEMEMBERSOFTHE

40、GROUPPERFORMINFRONTOFTHECLASSAFTERTHEYWRITEWELLDURINGTHEPROCESS,THEMEMBERSTAKEPARTINITTHEYMAKESURETHEIROWNROLES,ANDEXPRESSTHEIDEASWITHENGLISHTHENSHOWTHEMSELVESDIFFERENTGROUPSHOWSINTURNEVERYDAY,ITHELPSTOEXCITESTUDENTSINTERESTSANDSTIMULATETHEIRCREATIVITYCOOPERATIVELEARNINGGROUPSMAKEUPFORTHESHORTCOMING

41、SOFMUCHLARGERCLASSES,WHILETHECOMPLETIONINTOTHE“STANDARD”SOTHATEVERYSTUDENTHASTHEPOSSIBILITYTOENJOYTHECLASS32LETEACHSTUDENTDEVELOPHISOWNPERSONALITYANDGETAREASONABLEDEVELOPMENTWEALLKNOWTHATTHEREAREDIFFERENCESBETWEENSTUDENTSMOSTSTUDENTSPREFERTOEXPRESSTHEMSELVES,ANDTHEIRABILITYHAVEBEENCONTINUOUSLYIMPROV

42、EDBYACTIVEPARTICIPATIONINLEARNINGENGLISHBUTTHEREISASMALLPARTOFTHESTUDENTSWITHPOORENGLISH,ORINTROVERTEDPERSONALITYTHEYAREAFRAIDTOEXPRESSTHEIRVIEWSINCLASSTHEYDIDNTSAYANYTHINGUNTILTHETEACHERNOTICEDTHEMANDCALLEDTHEIRNAMETHEYTHINKLEARNINGENGLISHISNOTACTIVETHEREISNOENTHUSIASMFORLEARNINGENGLISHTHROUGHPRACT

43、ICE,IFINDDURINGCOOPERATIVELEARNINGGROUPSTUDENTSWHOUSUALLYAFRAIDTOSPEAKINFRONTOFTHEWHOLECLASS,THEYAREWILLINGTOSHAREWITHOTHERCOMPANIONSINSIDETHETEAMTHEYAREWILLINGTOGETTHESTUDENTSAPPRECIATEDTHROUGHTHEEXCHANGE,THEBASISOFPOORSTUDENTSHASBEENIMPROVEDGRADUALLYANDORIGINALLYINTROVERTEDSTUDENTSESTABLISHCONFIDE

44、NCEFORTHEIRIDEASTHESTUDENTSFINALLYDARETOBOLDLYSHOWTHEMSELVES,TOEXPERIENCETHEJOYOFSUCCESS33LETEVERYSTUDENTLEARNTOCOOPERATECOOPERATIONISINEVERYWHERECOOPERATIONCANPROMOTECOMMONDEVELOPMENTAMONGSTUDENTSCOOPERATIONCANSHOWTHECOLLECTIVEWISDOM,ANDCOOPERATIONCANIMPROVETHEABILITYOFTHESTUDENTSWESHALLTRAINTHEABI

45、LITYTOCOOPERATEFROMYOUNGSTUDENTSITISTHEBOUNDENDUTYFORTEACHERSCOOPERATIVELEARNINGGROUPSISANEFFECTIVEWAYTODEVELOPARTIFICIALINTELLIGENCETHROUGHCOOPERATINGWITHEACHOTHERAMONGTEAMMEMBERS,ONECANMASTERSCOURSECONTENTANDWITHINTHEGROUPWECOOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINA10ENSURETHATEVERYMEMBER

46、COMPLETESANDMASTERSTHETEACHINGTASKFOREXAMPLE,THEREISTHEUNITABOUTHOWMUCHISITINPEPFOURTHGRADELANGUAGETHENEXTVOLUMEOFENGLISHBOOKTHEREARESOMEDIFFICULTWORDSINIT,SUCHASCOLORFULPRETTY,CHEAP,EXPENSIVE,SNEAKERS,SLIPPERS,SANDALS,ANDBOOTSAFTERTHETEACHERTEACHESTWICETOTHREETIMES,THEMOSTOFSTUDENTSCANNOTREADTHEMSO

47、LETTHESTUDENTSWORKTOGETHERTHEGROUPSHAVEAROLETOPLAYTHESTUDENTSREADTHEWORDSAFTERTHEGROUPLEADER,ORONETEACHESONEATLAST,EACHOFTHEMREADBYTHEMSELVESNEXT,THELEADERSARESERIOUSLIKEATEACHER,ANDTHESTUDENTSLEARNFROMTHEMCAREFULLYTHEYCANLEARNFROMEACHOTHER,ANDGETTHEJOYOFSUCCESSTHEYCANALSOINCREASETHEIRSELFCONFIDENCE

48、THUS,THEENTHUSIASMOFEACHMEMBERAREMOBILIZEDSTUDENTSHELPEACHOTHER,ANDCOOPERATEWITHEACHOTHERSTUDENTSEXCHANGETHEINFORMATION,SHAREOFRESULTS,ANDTEAMSPIRITHASBEENCULTUREDCHAPTERHOWTOCONDUCTGROUPWORKINORDERTOPLAYTHEROLEOFGROUPLEARNINGBETTER,SPECIFICIMPLEMENTATIONOFCOOPERATIVELEARNINGGROUPSASFOLLOWS41DIVIDEI

49、NTOTHEGROUPSWELLGROUPINGISTHEBASISFORCOOPERATIVELEARNINGCOOPERATIVELEARNINGMAINLYDEPENDSONTHESITUATIONOFTHEGROUP,ANDTHEACTIVITYOFTHEGROUPWHENTHETEACHERSDIVIDEINTOTHEGROUP,THEYMAYBEMEETKINDSOFQUESTIONSFROMTHESTUDENTSFACINGTHESEQUESTIONS,THETEACHERSHOULDTELLTHESTUDENTS,NOMATTERWHOSTAYSWITHYOU,YOUARETHESAMETEAM,ANDTHEACHIEVEMENTSOFTHEGROUPNEEDTOWORKHARDBYEVERYONEEACHOFTHEMCANLEARNFROMOTHERS,ANDGETSOMETHINGTHATTHEYNEED,ANDTHEYCANHELPOTHERSTOMASTERTHEIROWNKNOWLEDGEINORDERTOMAKEGOODUSEOFINDIVIDUALSTUDENTSANDGROUPS,WEREMAINREASONABLEDISTRIBUTIONINTHEFORM