需要金币： 1000 个金币 |
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| 折扣与优惠：团购最低可5折优惠 - 了解详情 | 论文格式：Word格式(*.doc) |  |
Abstract:Based on the literature review in regard to cooperative learning at home and abroad and the related part included in the National English Curriculum, this thesis is to study the model of cooperative learning used in junior middle school English teaching. Cooperative learning, which is a way of learning based on students' learning interest, life experience and their cognitive levels, creates more opportunities for practice, involvement, cooperation and communication, develops their positive attitude towards learning, facilitates their active thinking and practice, and improves their comprehensive abilities. It is found that with the adoption of this model, students not only can learn knowledge effectively and improve their skills in cooperative learning, but also can communicate with each other about their emotion and experiences, and all this can contribute a lot to their improvement of the teaching efficiency. It is concluded that cooperative learning has changed the traditional ways of teaching-learning and promotes students’ personality development. Key words: cooperative learning; classroom teaching; effectiveness; students’ development
CONTENTS Abstract 中文摘要 1. Introduction1 2. The Definition of Cooperative Learning2 2.1 The Definition of Cooperative Learning 2.2 Theoretical Basis of Cooperative Learning 2.2.1 Constructivist Learning Theory 2.2.2 Cognitive Theory 2.2.3 The Theory of the Zone of Proximal Development 3. The Practice of Using the Model of Cooperative Learning in Classroom Instruction and Its Advantages.5 3.1 A Teaching Example 3.2 The Advantages of the Use of Cooperative Learning Strategies in English Teaching 3.2.1 More Opportunities for Participants to Practice English 3.2.2 Improvement of Students’ Academic Achievement and Self-confidence 3.3.3 Enjoyable Experiences and the Reduction of Anxiety 3.2.4 Improvement of Skills in Organizing, Planning, Communicating 4. Suggestions for the Adoption of Cooperative Learning.7 4.1 Properly Dealing with Two Relationships 4.2 Promoting Students' Cooperative Learning 5. Conclusion9 Bibliography.11 Acknowledgements12 |
