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TheRoleofCooperaiveLearninginPrimaryEnglish_开题报告

Ktbg4229 TheRoleofCooperaiveLearninginPrimaryEnglish_开题报告一、文献综述Cooperative learning in many countries of the world is widely used as a creative and effective teaching theory and strategy system, tens of years of development and research history, the practice in many countries and region..
TheRoleofCooperaiveLearninginPrimaryEnglish_开题报告 Ktbg4229  TheRoleofCooperaiveLearninginPrimaryEnglish_开题报告


一、文献综述
Cooperative learning in many countries of the world is widely used as a creative and effective teaching theory and strategy system, tens of years of development and research history, the practice in many countries and regions in the world. Because there are some differences in cooperative learning practice in different countries, people have different understanding of the concept of cooperative learning:
One of the main representatives of the cooperative learning, the Johns Hopki university professor Slavin said: "cooperative learning is to make the students engaged in learning activities in the group, and on the basis of their entire team score gets a reward or recognition of the classroom teaching technology"; famous British educator Wright and Israel famous education scholars Ms. May Warrick, according to the above definition Slavin, reveal them for the understanding of cooperative learning: "cooperative learning refers to the students in order to achieve a common goal to learn together in groups in the learning environment";
Cooperative learning is a kind of teaching method that teachers assign students randomly or systematically to heterogeneous teams or groups to accomplish the tasks assigned by them";
Cooperative Learning Center at the University of Minnesota's Johnson brothers said: "is the use of group cooperative learning in teaching, so that students work together to maximize their own and others' learning".
Famous education psychologist, an important representative of cooperative learning, Dr. Sharon of Tel Aviv University, Israel, said: "cooperative learning is a general term for a series of methods to organize and promote classroom teaching. The cooperation between students in the learning process is the basic characteristic of all these methods. In the classroom, cooperation between peers is achieved through the organization of students in the group activities, the group as a unit of social organization, students interaction and communication between peers through here to start learning, learning also through personal study.
Cooperative learning has a long history in education. More than two thousand years ago, a lot  has been recorded about cooperative learning, which is Chinese classical education writing. It has stressed learners’ cooperation in learning process. In the first century AD, Kun Tiliang in ancient Rome brought up obtaining benefits by cooperation. From the eighteenth, Joseph Lancaster adopted cooperative learning method widely in England. His thoughts spread into America in1860, and his thoughts were welcomed by American educators, such as Parker and Du Wei. Parker’s teaching methods of cooperation leaded the education in America from 19 to 20 century. Later, Du Wei’s groups of cooperative learning became an important part of his famous teaching methods. And it laid a solid foundation for cooperative learning.
There are many educators who have studied Cooperative learning. Different educators brought up different theories. Professor Slavin thought that cooperative learning is a class teaching technology that students cooperate in different groups. And students can achieve praises according to their group performances in this process.
Ga Siji thought that cooperative learning is a kind of teaching pattern. It needs two to six students to organize a group to complete all kinds of important cooperative learning activities. Wang Hongyu thinks that cooperative learning refers to the fact that students in different groups cooperate with each other according to cooperative process and methods. And it is a teaching strategy system that can improve students’ cognition and emotion. Group learning is a main pattern of class teaching. Yang Mingquan thought that cooperative learning is a teaching pattern that students cooperate in groups.
From definition above, the connotation of cooperative learning mainly include four aspects. At first, cooperative learning is to disrupt traditional class teaching system. It is a dynamic cooperative teaching method. Secondly, groups are unit of cooperative learning. Thirdly, cooperative learning is a kind of inquiry-based learning, and it has stable aims. Finally, it is a group activity with inner cooperation and outer competition. And group performances decide their final performances.
二、^范文提纲
1.Introduction
1.1.Research Background 
1.2.Research Object
2. The significance of cooperative learning in primary school English
2.1. Help to strengthen the sense of belonging and cultivate self-confidence
2.2. Embodies student-centered thinking
2.3. Help to enhance learning ability, improve learning efficiency
2.4. Help to improve the feelings between students, to develop students' interpersonal skills
3. The application of cooperative learning in primary school English Teaching
3.1.Using group cooperation to do preview work, improve the efficiency of classroom teaching 
3.2.Using group cooperation to learn English in class and improve English communicative ability 
3.3.Using group cooperation to review after class and consolidate what you have learned. 
4. The problems and causes of cooperative learning applied to primary school English Teaching 
4.1 The content of cooperative learning is not appropriate 
4.2 Cooperative learning group distribution is uneven, the responsibility is not in place
4.3 Teacher guidance is not timely in cooperative learning 
4.4 The evaluation system is imperfect
5.Conclusion
三、参考文献
[1]中华人民共和国教育部.全日制义务教育化学课程标准(实验稿) [M].北京:人民教育出版社,2003
[2]王坦.合作学习:一种值得借鉴的教学理论[J].普教研究,1994,8(1):5-8
[3]王坦.合作学习--原理与策略[M]. 北京:学苑出版社,2001.10:34-38
[4]盛群力.小组合作互助合作学习革新评述[J] .外国教育资料,1992,21(1):1-7
[5]Slavin, R.E.Cooperative learning[J]. Review of Educational Research, 1980 ,50(5):315
[6]Light,PH. Cooperative Learning with Computers:an introduction[J].Learning and Instruction ,1992,2(3):18
[7]Winzer, M.Educational Psychology in the Canadian Classroom[M]. New Jersey: Prentice Hall, 1995:36-48
[8]S.沙伦著,王坦、高艳译.合作学习论[J].山东教育科研,1996,10(5):16-18
[9]Roger,T. Johnson&David, W. Johnson.What Is Cooperative learning.://.co-operation.org/pages/c l.html,2006-7-26
[10]约翰逊(Johnson,  D.W)等著,刘春红,孙海法编译. 合作性学习的原理与技巧—在教与学中组建有效的团队[M]. 北京:机械工业出版社,2001.8:134-145
[11]王坦.合作学习原理与策略[M].北京:学苑出版社,2001.10: 48 - 51
[12]莫雷.教育心理学[M].广州:广东高等教育出版社,2005.10:123-134
[13]何克抗.建构主义学习环境下的教学设计. 
://ehulin.eicbs.com/edu/n13c17.aspx.,2006-08-16
[14]袁军.说精制[J].外国中小学教育,1993,12(5):11-15
[15]莫雷.教育心理学[M].广东教育出版社,2005.10:149-155
[16]章伟民.教学设计基础[M].北京:电子工业出版社,1998:69-86
[17]王坦.合作学习简论[J].中国教育学刊,2002,23(2):3-6
[18]庞国斌、王冬凌.合作学习的理论与实践[M],北京:开明出版社,2003.5 :22
[19]张斌.论合作学习及其对学生行为和态度的影响[J].教育理论与实践,1999,19(9):33-36



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