摘要本文旨在探讨合作学习在初中英语课堂教学中应用的可行性。现在，人们重视合作。长期以来，传统的教学模式不利于培养学生的合作意识。在新课程改革的过程中，改变学习方式已成为人们关注的焦点。在此背景下，我们将“合作学习”引入英语课堂，并进行了多角度的探索。本文首先阐述了合作学习的背景、重要性和目的。然后概括了概念、要素和前人的研究。最后提出了合作学习的一些策略。从而得出结论：在英语教学中开展合作学习是可行的。92804

毕业论文关键词：合作学习；初中英语教学；策略

Contents

1。 Introduction。。1

1。1 The background of the study1

1。2 The significance and purpose of the study2

2。 Literature Review………………………………。2

2。1 The definition of cooperative learning 。。2

2。2 The elements of cooperative learning。3

2。3 The research on cooperative learning abroad and at home。。5

3。 The Present Study of Cooperative Learning6

3。1 Process of the investigation 。6

3。2 Purpose of the questionnaire6

3。3 Analysis of the results。7

3。4 Solutions to the problems。。9

4。 Strategies of Cooperative Learning9

4。1 Class discussion。9

4。2 Role-playing method。11

4。3 Teams-games-tournaments。11

5。 Conclusion12

Works Cited。14

Appendix。15 

1。 Introduction

Chinese education is going through a profound revolution that all the courses must be within the standard of new curriculum reform。 It requires students to have the ability to work with others。 The most important part of the new curriculum reform is to change the students’ learning way。 The teacher-centered traditional classroom model will gradually change。 The new teaching method should improve the students’ sense of cooperation and innovation。 At present our country’s education situation is not very satisfactory。 Students are able to master basic knowledge, but they can’t take advantage of it skillfully。 It is a common phenomenon that most of the students can score well in English tests, but they do not know how to convey their thoughts in face-to face communications。 

1。1 Background of the study 源F于K优B尔C论V文N网WwW.youeRw.com 原文+QQ752^018766

Traditional English teaching is a teacher-centered teaching method that is “Jug-and-Mug”。 It is a kind of method that teachers pour knowledge into students and focus on grammar teaching but ignore the application of students’ knowledge, so students become passive knowledge recipients。 Students can gain knowledge but can’t put it into practice。 Therefore, students can’t master the comprehensive skills in English learning。 According to the Input Hypothesis, we can acquire a second language by being provided input (Stephen & Tracy 191)。 However, we need to generate output。 Hence, it is necessary to reform the traditional English teaching and cultivate students’ English learning ability。 In this case, the introduction and application of cooperative learning can change the teaching circumstances。

 In late 60’s and early 70’s, it was the first time that cooperative learning appeared。 After that, it made a big difference and as a popular teaching theory and strategy loved by people by mid-80’s。 There are two reasons why it is popular in the United States: On the one hand, anti-racism movement sprang up。 Supporters of cooperative learning were very eager to promote the relationship among students。 They insisted that it is best not to provide some meaningless material from the book, but to cultivate active interaction atmosphere between teachers and students, thus effectively eliminating difference, discrimination and indifference。 On the other hand, in traditional classroom, it is teachers who teach the knowledge all the time, and students have little opportunity to say something。 Though it is conducive to students learning in some aspects, the shortcomings are more and more obvious。 Therefore, proponents of cooperative learning believe that classroom organization should focus on teacher-student interaction and student-centered。 So cooperative learning should be encouraged。