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
