本科毕业论文-浅谈中国小学的英语合作学习

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）指导教师张枫二一四年二月OUTLINE1THEBACKGROUNDOFLEARNINGMETHOD11THENECESSITYOFLEARNINGENGLISH12EDUCATIONALENVIRONMENTANDPROBLEMSOFPRIMARYSCHOOLENGLISH13COOPERATIVELEARNINGMODELWASPROPOSED2INTRODUCETHECOOPERATIVELEARNINGOFENGLISH21THEIDEAOFCOOPERATIVELEARNING22THEFORMOFCOOPERATIVELEARNING23SCHOLARSAGREEWITHCOOPERATIVELEARNING24THESTUDENTSAREPROMOTEDINTHECOOPERATIVELEARNING25COOPERATIVELEARNINGENGLISHISFITFORCURRICULUMSTANDARDS3THEFEATURESOFCOOPERATIVELEARNING31LETEVERYSTUDENTLEARNTOSEIZEOPPORTUNITIES32LETEACHSTUDENTDEVELOPHISOWNPERSONALITYANDGETAREASONABLEDEVELOPMENT33LETEVERYSTUDENTLEARNTOCOOPERATE4HOWTOCONDUCTGROUPWORK41DIVIDEDINTOTHEGROUPSWELL42CLEARMANDATE43CONDUCTACTIVITIES431THECOMPETITIONMETHODWITHGAMESINTHEGROUP432ACTOUTTHEDIALOGUEINGROUPS44REASONABLEASSESSMENT5SOMEPROBLEMS51STUDENTSDONOTTAKETHEINITIATIVETOCOOPERATE52STUDENTPARTICIPATIONISNOTBALANCEDCONCLUSIONBIBLIOGRAPHYTHESISSTATEMENTENGLISHISAVERYPRACTICALSUBJECT,ANDUSINGENGLISHFORCOMMUNICATIONISAMAINEXPRESSIONINPRACTICEPRIMARYENGLISHTEACHINGSHOULDDEVELOPSTUDENTSINTERESTINLEARNINGENGLISHIMPROVETHEIRENGLISHCOMMUNICATIONABILITY,WHICHISTHEMAINTASKCOOPERATIVELEARNINGFORITSCOOPERATION,FUN,COMPETITIVEADVANTAGESISWIDELYUSEDINENGLISHTEACHINGINPRIMARYSCHOOLINTHISARTICLE,THEAUTHORATTEMPTSATTEACHINGBYHERSELFTOTALKABOUTCOOPERATIVELEARNINGOFENGLISHITISFITFORENGLISHTEACHINGINPRIMARYSCHOOLSANDITISONEOFTHEBESTWAYSANDCOOPERATIVELEARNINGINTEACHINGEMBODIESSEVERALFEATURESINTHISPROCESS,THEWRITERTRIESTOFINDOUTTHEBESTWAYOFCOOPERATIVELEARNINGMETHODSINPRIMARYSCHOOLSINENGLISH,ASWELLASSEVERALPROBLEMSINCOOPERATIVELEARNINGWHICHAREALSODISCUSSEDINTHISPAPERKEYWORDSCOOPERATIVELEARNINGENGLISHPRIMARYSCHOOLCHINA关键词合作学习英语小学中国COOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINACHAPTERTHEBACKGROUNDOFLEARNINGMETHOD11WITHTHECONTINUOUSDEVELOPMENTOFECONOMY,CHINASINTERNATIONALSTATUSISRISINGINORDERTOCONTACTTOTHEINTERNATIONALCOMMUNITY,ENGLISH,ASANINTERNATIONALCOMMONLANGUAGE,BECOMESMOREANDMOREWIDELYUSEDINCHINAINORDERTOLAYASOLIDFOUNDATION,ANDFOLLOWTHERULESOFLEARNINGLANGUAGE,STUDENTSBEGINTOLEARNENGLISHSINCETHEYAREINPRIMARYSCHOOLSMEANWHILE,LEANINGENGLISHHASALOTTODOWITHLEARNINGMETHODS12INTHEPRESENTOFEDUCATIONALENVIRONMENT,THEREAREALOTOFSTUDENTSINTHESAMECLASSLARGECLASSTEACHINGISTHEFEATUREFULLTIMEENGLISHTEACHERSOFPRIMARYSCHOOLTEACHMORETHANSIXTYSTUDENTS,SOMETIMESEVENMOREINCLASS,THETEACHERSONLYSAYBYTHEMSELVES,ANDTHISMETHODISNOTSUCCESSFULTHESTUDENTSAREFORCEDTOLEARNENGLISHANDASKEDTORECITEWORDSANDSENTENCESWITHOUTRULESTEACHINGPRACTICEHASPROVEDTHISMODELDOESNOTFITTHENEWENGLISHCURRICULUM,ANDGRADUALLYEXPOSESSOMEPROBLEMSONTHEONEHAND,SOMESTUDENTSHATELEARNINGENGLISHONTHEOTHERHAND,POLARIZATIONISWORSEANDWORSE13INORDERTOCHANGETHEOLDTEACHINGPATTERN,ENCOURAGEANDTRAINSTUDENTSINTERESTSINLEARNINGENGLISHIFINDCOOPERATIVELEARNINGISONEOFTHEBESTWAYSINPRIMARYSCHOOLDURINGTHISPROCESS,INOTONLYPRACTICEBUTALSOSTUDYENGLISHINTEACHINGTHEREFORE,ICANIMPROVETHEEFFICIENCYOFENGLISHTEACHINGINPRIMARYSCHOOLCHAPTERCOOPERATIVELEARNINGOFENGLISH21“COOPERATIVELEARNING,“WHICHISATEACHINGMODELITISBASEDONCLASSROOMBASEDTEACHINGORGANIZATIONUNDERTHISPREMISE,COOPERATIONIDEASISTHESOUL,AND“TEAMTEACHING“ISANIMPORTANTFORMOFORGANIZATIONBYCARRYINGOUTCOOPERATIVELEARNINGGROUPS,PLAYINGANACTIVEFUNCTIONINGROUPSANDIMPROVINGTHEINDIVIDUALSMOTIVATIONANDABILITYTRULYMAKEENGLISHTEACHINGBECOMEACOMMUNICATIVECOOPERATIONPROCESS22ACOOPERATIVELEARNINGTEACHINGENGLISHINPRIMARYSCHOOLSCARRIEDOUTMAINLYINSMALLGROUPS,WHICHISCALLEDCOOPERATIVELEARNINGGROUPSTHESOCALLEDCOOPERATIVELEARNINGGROUPSUSUALLYCONTAIN46STUDENTSINEACHGROUPSTUDENTSAREDIVIDEDACCORDINGTOTHEIRMARKS,ABILITIES,ANDPERSONALITIESEACHRECONSTITUTEDGROUPWILLBETHEBEST23MANYSCHOLARSBELIEVECOOPERATIVELEARNINGINGROUPSISANADAPTATIONOFAVARIETYOFLEARNINGSTYLESANDITCANPROMOTETHESTUDENTSTOJOINITACTIVELY,ANDITISALSOTHEMOSTPOPULARANDMOSTEFFECTIVEMETHODASEARLYAS1979,AMERICANEDUCATIONALEXPERTSJOHNSONDISCUSSEDTHEVARIOUSBENEFITSOFTHISAPPROACHCOOPERATIVEGROUPMEMBERSCANGRADUALLYFORMEDASUPERBCONCEPTLEARNINGSTRATEGIES,ANDTHEMEMBEROFGROUPSCANEXPLOREMOREEFFECTIVEINFORMATIONFROMOTHERSSOTHEMEMBERSCANGETMOREUSEFULMATERIALSINLESSTIMEATTHATTIME,SOMESOCIALTEACHINGADVOCATESTHOUGHT,THEREWASALINKBETWEENTHEFORMATIONOFCOOPERATIVESOCIALBEHAVIORANDTHEDEVELOPMENTOFSKILLSANDKNOWLEDGE,SOTHEYUSEDTHEFORMSOFCOOPERATIVELEARNINGWHICHGRADUALLYDEVELOPEDINTOATEACHINGTHEORYANDTACTICALSYSTEMBASEDONTHEFOLLOWINGSIXTHEORIESGROUPDYNAMICTHEORY,WHICHWASINVENTEDBYGERMANYPSYCHOLOGISTKLEWIN,ITTHOUGHT,THEGROUPISBASICALLYADYNAMICGROUPWITHTHEIRMEMBERSMUTUALDEPENDENCECHANGINGCONTINUALLYINSIDE,ANYMEMBERSCONDITIONCANCAUSETHECHANGINGOFOTHERMEMBERSCONDITION,ANDTHEINTENSEINSIDECONDITIONCANMOTIVATETHEGROUPTOREACHCOMMONANTICIPATEDAIMSSOCIALCOHESIVENESSTHEORYITWASSIMILARTOGROUPDYNAMICTHEORYITINTERPRETEDTHETEACHINGEFFECTOFCOOPERATIVELEARNINGFROMTHEASPECTOFMOTIVATIONHOWEVER,ITSEMPHASISISMEMBERSSHOULDCARETHEGROUPTHEONEWASCOMPLEXLEARNINGTHEORYRISINGINFOREIGNCOUNTRIESCONSTRUCTIVISMITSAIDKNOWLEDGEWASNEITHEROBJECTIVENORSUBJECTIVE,ANDJUSTWASAKINDOFINTERPRETATION,ANDWASMOVING,NOTSTATICONTHEBASISOFTHISREALIZATION,CONSTRUCTIVISMHIGHLIGHTEDTHESTUDENTSSTATEANDFUNCTIONINACTIVITIESOFLEARNINGCOGNITIVEDEVELOPMENTALTHEORYFROMTHEASPECTOFCOGNITION,GAVESPECIALATTENTIONTOTHEIRTASKTHATHADFINISHEDINCOOPERATIVELEARNINGEVERYGROUPMEMBERIMPROVETHEIRCOGNITIVELEVELATTHEPROCESSOFGETTINGGROUPAIMSTHETHEORYTHOUGHT,ITWASEASIERTOUNDERSTANDANDMASTERSOMEIMPORTANTNOTIONSFORCHILDRENUNDERTHEMUTUALEFFECTOFTAKINGVERYTASKSTHEDEVELOPMENTOFCHILDRENANDTHEIRSOCIALBEHAVIORWEREINCREASINGLYFORMEDTHROUGHTHEMUTUALEFFECTANDCOMMUNICATIVECOGNITIONOFACCOMPANIESAMERICANPSYCHOLOGISTAMASLOWCREATEDNEEDSGRADUATIONTHEORY,WHICHWASATHEORYOFSTUDYINGMENSNEEDSTRUCTURECLASSWASANACTIVITYBETWEENONEPERSONANDAGROUPITWASVERYIMPORTANTFORSTUDENTSDEVELOPMENT,NOTONLYTOSATISFYTHEIRCOMMUNICATIONANDSOON,BUTSATISFYTHENEEDFORDEVELOPMENTANDEGOREALIZATIONBYTHEWAYOFCOMMUNICATIONFORMINGSOCIALPERSONALRELATIONSHIPCLASSROOMINSTRUCTIONALTECHNOLOGYTHEORYITTHOUGHTTHEREAREMAINLYTHREEFACTORSTOAFFECTTHEQUALITYOFCLASSSTUDYINGANDSOCIALMENTALENVIRONMENTTASKSTRUCTURE,INCENTIVESTRUCTURE,ANDAUTHORITYSTRUCTURETHECLASSROOMINSTRUCTIONALTECHNOLOGYISTHEUNITYOFTHETHREEFACTORSITHASANILLUMINATINGSIGNIFICANCEOFCOOPERATIVELEARNINGATPRESENT,THECOOPERATIVELEARNINGHASBEENBROADLYUSEDINSCHOOLSINMANYCOUNTRIES,SUCHASUSA,BRITAIN,HOLLAND,ETCABSORBINGTHEEXPERIENCEOFFOREIGNTEACHING,TEACHERSINOURCOUNTRIESSHOULDEXCAVATEOWNPOTENCYTOMAKEUSEOFCOOPERATIVELEARNING24THESTUDENTSHAVETHEATTITUDESANDEXPERIENCESOFCOOPERATION,SOTHEMORETHEYAREABLETOHAVECLEARLEARNINGGOALSTHEYBELIEVEIFTHEYWORKHARDTHEYWILLGETEXCELLENTACHIEVEMENTBYTHEMSELVESATLASTTHEYMUSTBETHEBESTSTUDENTSSOTHEYTHINKITISIMPORTANTTOLEARNNEWKNOWLEDGETHEYWILLBEMORECAREFULWHENSTUDYINGROUPSCOMPARINGWITHTHEONLYCLASSGROUPORINDIVIDUALLEARNING,STUDENTSWHOHAVECOOPERATIVELEARNINGEXPERIENCEWILLBETHEOWNERTHISKINDOFMETHODCANSTIMULATESTUDENTSCOMPREHENSIVEABILITY25COOPERATIVELEARNINGGROUPSHAVEBEENACCEPTEDBYMANYCOUNTRIESEDUCATORSSINCETHE1980S,ITHASALSOBECOMECHINASTEACHINGTHEORYINTHE“ORDINARYHIGHSCHOOLCLASSROOMFULLTIMECOMPULSORYSTANDARDSTRIALVERSION,“THEBASICCONCEPTANDIMPLEMENTATIONOFTHEPROPOSEDCLASS,COOPERATIVELEARNINGHASBECOMEANIMPORTANTCONCEPTTHESTANDARDELABORATEDTHETASKOFPRIMARYSCHOOLENGLISHCURRICULUMSTIMULATINGANDDEVELOPINGSTUDENTSINTERESTINLEARNINGENGLISH,SOTHATTHEYCANBUILDCONFIDENCE,DEVELOPGOODHABITSANDCREATEANEFFECTIVELEARNINGSTRATEGYMANYELEMENTARYEDUCATORSAREENGAGEDINCOOPERATIVELEARNINGGROUPSANDEXPLOREOURSPECIFICPRACTICETHEYEXPECTTOFINDPRACTICALCOOPERATIVELEARNINGGROUPSWITHCHINESECHARACTERISTICSCHAPTERTHEFEATURESOFCOOPERATIVELEARNINGATEACHERANDSTUDENTSSHOULDUNDERSTANDANDRESPECTEACHOTHER,ANDWORKINAHARMONYANDFRIENDLYENVIRONMENTNOWADAYS,EDUCATIONADVOCATESTHESTYLEOFPERSONALITYFIRSTANDSTUDENTSASPROTAGONISTATEACHERISNOTSTANDATHIGHPLACEHEORSHESHOULDBEMORELIKEFRIENDS,ANDPARENTSTOTREATANDCARESTUDENTSESPECIALLYINSOMECLOSEDTYPESCHOOLSCLASSMATESANDFRIENDSAREONEOFTHEMOSTIMPORTANTPARTSTHEYTOGETHERCHAT,STUDY,COURAGEEACHOTHER,ANDPLAYGAMESINCERTAINWAY,FRIENDSARETHENECESSARYPARTINTHEIRLIFETHEYCANGIVEEACHOTHERSOMESUGGESTIONWHENCOMINGACROSSAFEWTROUBLESBUTITISLIMITEDFORTHEM,BECAUSETHEYAREATSAMEAGESTAGEANDBOTHIMMATUREATTHISMOMENT,ATEACHERBECOMESTHEFRIENDSANDPARENTSOFTHEMTHEYGIVETHERIGHTSUGGESTIONANDLOVETOSTUDENTSBYTALKINGANDEXCHANGINGIDEASINTIMEATEACHERSHOULDMAKEGOODEFFORTTOBECOMESTUDENTSRELIABLEANDWELCOMEDPERSONSONTHEOTHERHAND,ATEACHERSHOULDBEREADYTOHEARTHECRITICANDSUGGESTIONFROMSTUDENTS,ANDFINDSTHEDEFECTANDTRYTOIMPROVESELVESACCORDINGTOWHATWANGFENGXIANWROTEINTHEBOOK“LEARNINGANDTEACHINGTHEORY”SCHOLARSATHOMEORABROADEVERRESEARCHEDON“THEPSYCHOLOGEOFTEACHERSTHATSTUDENTSLIKE”,THESTUDENTSATHOMEANDABROADHAVEALITTLEDIFFERENTATTITUDEONTHISQUESTION,BUTOFALLPARTS,THEYARETHESIMILARIDEAS“THEYALLLIKEENRICHEDKNOWLEDGETEACHERSWITHTHEQUALITYOFSKILL,WARMHEARTED,FRIENDLY,GOODTEMPERANDJUSTICE”THEYAREEASYTOGETALONGWELLWITHSTUDENTSIFATEACHEROCCUPIESTHESETOTHEOPPOSITE,ITISDIFFICULTFORTEACHERSTODOTHATAGOODRELATIONSHIPBETWEENATEACHERANDSTUDENTSISTHEVITALFACTORTHATSTUDENTSMAKEPROGRESSINSTUDYINGINMYOWNTEACHINGPRACTICE,COMPARINGWITHTHEPREVIOUSTEACHINGMODELBY“COOPERATIVELEARNING”,IHAVETHEFOLLOWINGEXPERIENCE31LETEVERYSTUDENTLEARNTOSEIZEOPPORTUNITIESCOMPULSORYENGLISHCOURSESSHOULDBEOFFEREDTOEVERYSTUDENT,ANDMAKETHECLASSSERVEFOREVERYSTUDENTASAYOUNGPRIMARYSCHOOLENGLISHTEACHER,IFEELITISDIFFICULTFOREVERYSTUDENTTOENJOYTHEKNOWLEDGEINTHEIRCLASSASWHILE,ITISALSOACHALLENGEFORATEACHERTOCONTROLATHEWHOLECLASSWITH50TO60STUDENTSONLYASMALLNUMBEROFSTUDENTSWHOHAVETHEGOODBASICCANANSWERQUESTIONSACTIVELYANDENTHUSIASTICALLYINCLASS,ANDCANTAKEPARTINALLKINDSOFACTIVITIESBUTMOSTOFTHESTUDENTSLIKEASPECTATORINTHEPASTFEWYEARS,THROUGHCOMMUNICATINGWITHOTHERTEACHERS,IFOUNDTHATTHISISACOMMONPROBLEMINPRIMARYSCHOOLSFORENGLISHTEACHERSFORTHEABOVEQUESTION,IALSOHADPRACTICALEXPLORATIONATTHEBEGINNING,ITRIEDTOPRACTICETHESAMETABLE,WHICHALLOWSSTUDENTSTOPRACTICEORALEXERCISESCONDUCTEDATTHESAMETABLETHEDESKMATESDISCUSSEDSOMEQUESTIONS,ANDGOTTHEANSWERSTHESTUDENTSATTHESAMETABLEFINISHEDATASKTOGETHERBUTSOONIFOUNDTHATTHERESTILLWILLBEOVERTHIRTYGROUPSFORONLYTWOSTUDENTSASAGROUPDURINGTHECLASS,TEACHERSCANTCHECKEVERYGROUP,ANDHELPTHEMTOWORKOUTEVERYQUESTIONWHILESTUDENTSATTHESAMETABLELEARNBETTERTHANASINGLEPERSON,BUTITALSOHASALOTOFLIMITATIONSSOITRIEDTOORGANIZETHEGROUPSOFFOURASACOOPERATIVELEARNINGMETHODINTHISWAY,ITBECOMESACLASSFORAGROUPOFFOUR,TOTALLYFIFTEENTOTWENTYSTUDYGROUPSVIRTUALLY,ONEOFTHEORIGINALSIZEOFTHECLASSLOOKSGREAT,HASEVOLVEDINTOASMALLCLASSCOMPOSEDOFFIFTEENGROUPSAMONGFOURTEAMS,EACHSTUDENTHASACCESSTOEXCHANGEWITHMORESTUDENTS,BUTALSOHAVETOSHOWTHEMSELVESTOOTHERSTUDENTS,ANDHAVETHEOPPORTUNITYTOEXPRESSTHEIRVIEWSINASMALLGROUPOFFOURSTUDENTS,THESTUDENTSTHINKACTIVELY,PRACTICEKNOWLEDGEANDSKILLSWHATTHEYHAVELEARNEDTHEYFULLYDEVELOPTHEIRACQUIREDSKILLSTHEN,DURINGTHEGROUPDISCUSSIONACTIVITIES,EACHMEMBERSHOWSTHEMSELVESINTHEIRCLASSINTURNTHEOPPORTUNITYOFEXPRESSINGHASBEENGREATLYIMPROVEDFOREXAMPLE,BEFORETHEENGLISHCLASS,THESTUDENTSPERFORMTHESPEAKINGTRAININGEVERYGROUPPRACTICESENGLISHDIALOGUESINTURNSUCHASTHEWEATHER,THECLASS,THESCHOOL,ANDTHEYCANALSOMAKEUPTHEDIALOGUESACCORDINGTOTHETEXT,THEIRSTUDY,THEIRLIVESANDTHEIRHOBBIESTHEMEMBERSOFTHEGROUPPERFORMINFRONTOFTHECLASSAFTERTHEYWRITEWELLDURINGTHEPROCESS,THEMEMBERSTAKEPARTINITTHEYMAKESURETHEIROWNROLES,ANDEXPRESSTHEIDEASWITHENGLISHTHENSHOWTHEMSELVESDIFFERENTGROUPSHOWSINTURNEVERYDAY,ITHELPSTOEXCITESTUDENTSINTERESTSANDSTIMULATETHEIRCREATIVITYCOOPERATIVELEARNINGGROUPSMAKEUPFORTHESHORTCOMINGSOFMUCHLARGERCLASSES,WHILETHECOMPLETIONINTOTHE“STANDARD”SOTHATEVERYSTUDENTHASTHEPOSSIBILITYTOENJOYTHECLASS32LETEACHSTUDENTDEVELOPHISOWNPERSONALITYANDGETAREASONABLEDEVELOPMENTWEALLKNOWTHATTHEREAREDIFFERENCESBETWEENSTUDENTSMOSTSTUDENTSPREFERTOEXPRESSTHEMSELVES,ANDTHEIRABILITYHAVEBEENCONTINUOUSLYIMPROVEDBYACTIVEPARTICIPATIONINLEARNINGENGLISHBUTTHEREISASMALLPARTOFTHESTUDENTSWITHPOORENGLISH,ORINTROVERTEDPERSONALITYTHEYAREAFRAIDTOEXPRESSTHEIRVIEWSINCLASSTHEYDIDNTSAYANYTHINGUNTILTHETEACHERNOTICEDTHEMANDCALLEDTHEIRNAMETHEYTHINKLEARNINGENGLISHISNOTACTIVETHEREISNOENTHUSIASMFORLEARNINGENGLISHTHROUGHPRACTICE,IFINDDURINGCOOPERATIVELEARNINGGROUPSTUDENTSWHOUSUALLYAFRAIDTOSPEAKINFRONTOFTHEWHOLECLASS,THEYAREWILLINGTOSHAREWITHOTHERCOMPANIONSINSIDETHETEAMTHEYAREWILLINGTOGETTHESTUDENTSAPPRECIATEDTHROUGHTHEEXCHANGE,THEBASISOFPOORSTUDENTSHASBEENIMPROVEDGRADUALLYANDORIGINALLYINTROVERTEDSTUDENTSESTABLISHCONFIDENCEFORTHEIRIDEASTHESTUDENTSFINALLYDARETOBOLDLYSHOWTHEMSELVES,TOEXPERIENCETHEJOYOFSUCCESS33LETEVERYSTUDENTLEARNTOCOOPERATECOOPERATIONISINEVERYWHERECOOPERATIONCANPROMOTECOMMONDEVELOPMENTAMONGSTUDENTSCOOPERATIONCANSHOWTHECOLLECTIVEWISDOM,ANDCOOPERATIONCANIMPROVETHEABILITYOFTHESTUDENTSWESHALLTRAINTHEABILITYTOCOOPERATEFROMYOUNGSTUDENTSITISTHEBOUNDENDUTYFORTEACHERSCOOPERATIVELEARNINGGROUPSISANEFFECTIVEWAYTODEVELOPARTIFICIALINTELLIGENCETHROUGHCOOPERATINGWITHEACHOTHERAMONGTEAMMEMBERS,ONECANMASTERSCOURSECONTENTANDWITHINTHEGROUPWEENSURETHATEVERYMEMBERCOMPLETESANDMASTERSTHETEACHINGTASKFOREXAMPLE,THEREISTHEUNITABOUTHOWMUCHISITINPEPFOURTHGRADELANGUAGETHENEXTVOLUMEOFENGLISHBOOKTHEREARESOMEDIFFICULTWORDSINIT,SUCHASCOLORFULPRETTY,CHEAP,EXPENSIVE,SNEAKERS,SLIPPERS,SANDALS,ANDBOOTSAFTERTHETEACHERTEACHESTWICETOTHREETIMES,THEMOSTOFSTUDENTSCANNOTREADTHEMSOLETTHESTUDENTSWORKTOGETHERTHEGROUPSHAVEAROLETOPLAYTHESTUDENTSREADTHEWORDSAFTERTHEGROUPLEADER,ORONETEACHESONEATLAST,EACHOFTHEMREADBYTHEMSELVESNEXT,THELEADERSARESERIOUSLIKEATEACHER,ANDTHESTUDENTSLEARNFROMTHEMCAREFULLYTHEYCANLEARNFROMEACHOTHER,ANDGETTHEJOYOFSUCCESSTHEYCANALSOINCREASETHEIRSELFCONFIDENCETHUS,THEENTHUSIASMOFEACHMEMBERAREMOBILIZEDSTUDENTSHELPEACHOTHER,ANDCOOPERATEWITHEACHOTHERSTUDENTSEXCHANGETHEINFORMATION,SHAREOFRESULTS,ANDTEAMSPIRITHASBEENCULTUREDCHAPTERHOWTOCONDUCTGROUPWORKINORDERTOPLAYTHEROLEOFGROUPLEARNINGBETTER,SPECIFICIMPLEMENTATIONOFCOOPERATIVELEARNINGGROUPSASFOLLOWS41DIVIDEINTOTHEGROUPSWELLGROUPINGISTHEBASISFORCOOPERATIVELEARNINGCOOPERATIVELEARNINGMAINLYDEPENDSONTHESITUATIONOFTHEGROUP,ANDTHEACTIVITYOFTHEGROUPWHENTHETEACHERSDIVIDEINTOTHEGROUP,THEYMAYBEMEETKINDSOFQUESTIONSFROMTHESTUDENTSFACINGTHESEQUESTIONS,THETEACHERSHOULDTELLTHESTUDENTS,NOMATTERWHOSTAYSWITHYOU,YOUARETHESAMETEAM,ANDTHEACHIEVEMENTSOFTHEGROUPNEEDTOWORKHARDBYEVERYONEEACHOFTHEMCANLEARNFROMOTHERS,ANDGETSOMETHINGTHATTHEYNEED,ANDTHEYCANHELPOTHERSTOMASTERTHEIROWNKNOWLEDGEINORDERTOMAKEGOODUSEOFINDIVIDUALSTUDENTSANDGROUPS,WEREMAINREASONABLEDISTRIBUTIONINTHEFORMATIONOFTHEGROUPSUCHASCHARACTER,PERSONALITYTRAITS,ANDACADEMICANDSOONINTHISWAY,ONECANHELPONEINTHEGROUP,ITCANHELPTOIMPROVETHEACHIEVEMENTS,ANDTHEABILITYISBALANCEDBETWEENTHEGROUPANDTHEGROUP,ITCANMAKETHEGROUPSCOMPETEEACHGROUPHAS46PEOPLEEACHPLAYSDIFFERENTROLESINTHEGROUP,ASLEADER,RECORDER,ANDDISCIPLINEGUARDSANDTOENSUREEACHSTUDENTSENTHUSIASM,THETEACHERSHOULDCALLOFROLESOCCASIONALLY42CLEARMANDATEDURINGCOOPERATIVELEARNINGFIRSTWESHOULDCLEARLEARNINGOBJECTIVESANDGOALSITNOTONLYINCLUDESTHEKNOWLEDGETASKSBUTALSOTHECONTESTTASKS,ANDTHEENGLISHSKILLSTHEREARETHETASKSABOUTTHECOOPERATIONOFDIVISIONANDTHECOOPERATIONMETHODINAWORD,WHENTHETEACHERSSETTASKS,THETEACHERSASKTHESTUDENTSTOUSEAV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