英语专业毕业论文-The Application of Cooperative Learning in High School English Teaching under the New Curriculum.pdf

毕业论文 设计 1 the application of cooperative learning in high school english teaching under the new curriculum 1 introduction 1 2 the concept of cooperative learning embodied in the new curriculum 3 3 the significance of cooperative learning in high school english teaching 4 3 1 it can help reform the traditional english teaching 5 3 2 it can help develop students english language skills 6 3 3 it can help foster students good qualities 7 4 factors related to the application of cooperative learning 9 4 1 proper student grouping 9 4 1 1 ways of grouping 9 4 1 2 the size of grouping 11 4 2 the activities of cooperative learning 12 4 2 1activities should be designed to help to apply what students have learnt 12 4 2 2activities should be designed to help to stimulate students interest in study 13 4 3 the roles of the teacher in the activities 14 5 assessment of cooperative learning activities 16 5 1 process assessment 17 5 2 self assessment and mutual assessment 18 5 3 continuous assessment 19 6 two examples of application of cooperative learning 20 6 1an example application of cooperative learning in writing 20 6 2an example application of cooperative learning in reading 23 7 the limitations existing in the application 26 8 conclusion 28 references 29 1 introduction in traditional english teaching which is based on teacher centered approach called jug and mug teachers pour knowledge into students and focus on grammar teaching but neglect the application of students knowledge which makes students become passive receivers of knowledge students can receive knowledge but can not put it into practice consequently students fail to acquire overall skills in english 毕业论文 设计 2 learning according to the input hypothesis krashen what the students already know or can do and what they do not know or cannot do yet while students need to know what they have accomplished be aware of what they need to work on next and build up their confidence and satisfaction from what they have achieved wang qiang 毕业论文 设计 17 2000 159 in the cooperative learning process in high school assessment is essential and there are mainly three types of assessment process assessment self assessment and mutual assessment and continuous assessment 5 1 process assessment to assessaccuratelyandtogivefeedbackonwhatthestudentsare accomplishing the assessment should not base solely on the final results of the cooperative learning activities but the process of activities that is to say what and how the students behave during the activities need to be assessed the teacher can get information by observing the students in class and by looking at their work the teacher can assess students performance appropriately by assessing these aspects such as whether the students take an active part help collect information to fulfill task and express in english or not and how their english proficiency are thus students will not only receive group grades but also individual grades so there will be a motivated factor to help each other and to understand the activity at a personal level the teacher can make a following table to evaluate the students performance table 1 activity topic groupgroup member takean active part express in english collect information correct mistakes english proficiency 1ella becky 毕业论文 设计 18 ben john 2amity susan linda mandy key to grading a excellent b good c fairly good d poor e very poor f extremely bad 5 2 self assessment and mutual assessment kohonen 1999 asserts that students are able to make quite accurate assessment of their own achievements see wang qiang 2000 160 the students themselves as well as the same group members can be given the chance to evaluate their own performance the self evaluation is the most essential and highlights the positive aspects of cooperative learning as it brings the problematic cases to the teacher s attention also the students as well as the groups can evaluate each other which are called mutual assessment 毕业论文 设计 19 in the cooperative learning activities by being asked some question such as how is your performance how did you feel in your group what did not you like while working with your group how do you think group d performed what aspects do you think should be improved for yourself and your group the students can achieve the goal of self assessment and mutual assessment 5 3 continuous assessment according to wang qiang s opinion 2000 160 the final goal given to the students is not his or her mark on the final exam paper rather it is some kind of combination of the grades the learners has received for various assignments during the course it can also include the grades that the teacher has given for students performance or participation in the class activities continuous assessment can be applied into cooperative learning in english teaching the teacher may combine the process assessment with final score of every group for every activity see table 2 to get the final grade table 2 final grade 123456 groupa group b group c group d activity group 毕业论文 设计 20 group e group f 6 twoexamplesofapplicationof cooperative learning 6 1 an example application of cooperative learning in writing example material nsefc book2 unit 2 the olympic games example topic the advantages and disadvantages for china to hold the olympic games example aims a to develop students cooperative spirit ability to collect information and correct mistakes b to cultivate ability to use language especially the writing and speaking ability c to let students know more about the olympic games group way 4 students in a group according to seating arrangement example procedures step one collect information ask students to collect information before the class by surfing internet reading magazine etc 毕业论文 设计 21 step two brainstorming ask students to work in their own cooperative groups to list the information about the advantages and disadvantages of holding the olympic games as much as possible and make a brainstorm for their writing passage step three discussion ask students to discuss which three advantages and disadvantages are the main ones and the reasons the students list the main advantages as follow a promote economic development b increase opportunities for employment c publicity chinese culture the three main disadvantages as follows a result in pollution b waste of resource c put pressure on the social security step four put the ideas into sentences and then into passages first ask students to write down some sentences about their opinions make out an outline topic sentences of the paragraphs and some key words and phrases next get the students to put their sentences in order then students write their passage using linking word and relative 毕业论文 设计 22 pronouns while carrying out this work the teacher may walk around to give some help to students when necessary step five evaluation and assessment a get the students to exchange their writing with other members in the groups and ask them to give some comments on the one he or she has read b the teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners writing basic skills spelling punctuation key points suitable words and expressions grammar tense voice sentence structure organization introduction body conclusion main idea topic sentences for paragraphs c ask students to give scores for their partner s or peer s writing d the teacher collects the writings and gives assessment using some incentiveexpressionslike beautifulhandwriting agood beginning aperfect ending agood writing 毕业论文 设计 23 6 2 an example application of cooperative learning in reading example material nsefc book1 unit1 earthquakes see appendix reading topic anight the earth didn t sleep example aims a to cultivate students abilities to work cooperatively to obtain process and synthesize the information in the reading material b to cultivate students abilities to use language especially the reading and speaking c to cultivate students abilities to cooperate with other to accomplish a task d to let students to know more about tang shan earthquake example procedures step one grouping students as there are four paragraphs in this reading material so the students can be grouped like this 2 people in a desk from a small group then 8 people from such small groups from a big group for example there are a b c d e as big groups and a1 a2 a3 a4as small groups in the big group a step two the four paragraphs are arranged separately for the four small groups like the following group a1 b1 c1 d1 e1 paragraph one group a2 b2 c2 d2 e2 paragraph two 毕业论文 设计 24 group a3 b3 c3 d3 e3 paragraph three group a4 b4 c4 d4 e4 paragraph four each group tries to get the main idea of the paragraph arranged for them and the key words to link the sentences and comprehensive sentences that are not easily understood by skimming scanning and discussing main ideas for each paragraph are paragraph1 before the earthquake strange things began to happen but no one paid attention to them paragraph 2 the earthquake destroyed the city of tang shan paragraph 3 the people were very shocked at the destruction paragraph 4 the army came to help the survivors bring hope for a new life step three recombine groups put groups a1 a2 a3 a4together they are from different groups with different paragraphs so they can exchange ideas step four retell the paragraph the members of each new group in turns tell each other the main idea of the paragraph they finished and try their best to retell the paragraph by combining the key words by this means student a1 a2 a3 a4not only can know the whole passage even though they solely read a paragraph but also can practice their speaking ability in the 毕业论文 设计 25 course of retelling step five provide the reference keys the teacher provides the reference answers to the main ideas and key words to link the sentences of the four paragraphs step six students mutual assessment the students can complete table 3 to assess each other about their performances according to the reference keys that the teacher provides to them table 3 student speaker a1assessors a2 a3 a4 check to seeassessment studenta1can tell the main idea 54321 studenta1can find out the key words 54321 student a1can retell the paragraph correctly and fluently 54321 student a1listens to other group members carefully 54321 what studenta1needs to improve is step seven the teacher s assessment in order to check how the students understand this reading passage the teacher can let the students work together to finish some exercises like the following questions and then give each group 毕业论文 设计 26 grades according to their answers answer these following questions when and where were the strange things happening why did the text say the world seemed to be at an end how was the city destroyed after the quake when did the second quake hit the city what was the result of that who came to help tang shan first and how 7 the limitations existing in the application work together and be in a group will not be enough to create cooperative effort among group members placing students in groups and telling them to study together does not definitely result in cooperation net 4 so not all groups are cooperative in english class from the perspective of the application of cooperative learning there may be some practical limitations that hinder it even though the new curriculum advocates cooperative learning in english teaching firstly in most high schools the classrooms in which the students have their english classes are equipped with fixed desks and chairs such seating arrangement largely reduces learners face to face interaction and the performance of cooperative activities also if the students move to form groups in class time it will be very noisy and time wasting 毕业论文 设计 27 secondly in the cooperative learning activities a few students may dominate the activities whereas most of students may not participate for instance the low level students will not participate while the high level students will take over the group the extroverted students will be talkative and active while the introverted students will be quiet and uncommunicative thirdly some students will fully rely on other group members to finish cooperative learning task so they may become lazy and they can not improve their english language skills which does not meet the standard and requirement of english teaching and can not reach the goal of language learning fourthly the activating roles played by the teacher can not be reinforced practically and effectively some teachers will not change their traditional roles in english teaching into the new roles in cooperative learning also in cooperative learning the teacher should use kinds of assessment measures and establish an equal evaluating structure but some teachers can not reach this point cooperative learning is promoted strongly by the new curriculum and it has been proved to be the most important and successful teaching reform in recent decades however such limitations mentioned above may be really practical obstacles that affect the application of cooperative learning in high school especially for the students cooperative learning is a relatively new concept and approach of learning which needs time for them to adapt to 毕业论文 设计 28 8 conclusion cooperative learning is one of the three major learning patterns jin ying the size of grouping can be random but the group size of 4 to 6 would be ideal furthermore the teacher should ensure a balanced mixture of female and male extroverted and introverted and students with different level of english proficiency when arranging group members in addition the activities should be designed to apply what students have learnt and to stimulate students interest in english study in the cooperative course the teacher should use different ways of assessment such as process assessment self assessment and mutual assessment and continuous assessment also the teacher plays different roles such as the