First, the realistic background and significance of the topic
Cooperative learning is one of the most popular teaching strategies in the world. It rose in the United States in the 1970s and made substantial progress from the mid-1970s to the mid-1980s. It is a creative and effective teaching theory and strategy. It is also an important learning method advocated by the new round of curriculum reform in China. The Outline of Basic Education Curriculum Reform proposes to change students' learning style, and holds that the innovation of students' learning style is the focus of comprehensively promoting quality education in the current school classroom, with special emphasis on the learning style of autonomy, cooperation and inquiry, changing the situation of teacher-centered, classroom-centered and textbook-centered, and promoting students' active learning and independent development.
The so-called cooperative learning is a way for students to achieve their learning goals through division of labor and cooperation. Students complete the assigned learning tasks through personal efforts and cooperation among group members. Cooperative learning emphasizes active mutual support and cooperation, giving full play to the enthusiasm of each student, realizing interactive and communicative learning, providing students at different levels with opportunities to participate in learning and experience success, and promoting effective communication and exchange among students.
In the process of cooperative learning, only when the group succeeds can the individual succeed. Cooperative learning especially emphasizes autonomous, cooperative and inquiry learning methods, and emphasizes the need to change the situation of teacher-centered and book-centered, and promote students' active learning and independent development. In addition, it will also help to change the single rigid teaching method of "teachers talk, students listen, teachers ask and students answer" in the traditional teaching process, change the long-standing tendency of "emphasizing knowledge transfer and neglecting ability training" in English teaching, and realize multi-directional, interactive and diversified information exchange between teachers and students, thus truly promoting the progress of each student. Therefore, it is of great practical significance to reform classroom teaching methods, improve teaching effect, try to introduce group cooperative learning into English teaching, change the previous teacher-student relationship, update teaching mode, stimulate students' enthusiasm for learning English, stimulate students' awareness of participation and cooperation, and realize classroom teaching exchange.
Second, the research status of similar topics in China
Group cooperative activities (also known as cooperative learning) first appeared in the United States in the 1970s, and were widely used in the teaching practice of primary and secondary schools. In addition to the unique social and cultural background of the United States, it is mainly because of the need to overcome the disadvantages of traditional teaching, reform classroom teaching and improve teaching efficiency. It introduces the cooperative principle of social psychology into teaching and emphasizes the promotion of interpersonal communication to cognitive development. The basic practice is to form a number of heterogeneous study groups (3-6 people in each group) according to the differences of learners' academic level, ability tendency, personality characteristics, gender and even social and family background, and create a situation in which only group members can achieve their personal goals, that is, group members do not
We should not only strive for the realization of individual goals, but also help group partners achieve their goals. Through mutual cooperation, group members can jointly achieve the expected learning goals. Group cooperative learning changes the learning competition between students into "intra-group cooperation" and "inter-group competition" under the condition of class teaching system, and changes the traditional teaching and one-way or two-way communication between teachers and students into two-way communication between teachers and students, which not only improves students' initiative and self-control, but also improves teaching efficiency and promotes good interpersonal cooperation between students. It promotes the development of students' psychological quality and the progress of social skills. Many scholars believe that group cooperative learning is the most popular and effective way to adapt to various learning methods and promote students' active participation in the learning process. As early as 1979, American educator john henson discussed the benefits of this method. He wrote: group cooperative learning can master, maintain and transfer concepts, laws and principles more effectively than class competitive learning or individual learning? Members of the cooperative group can gradually form a more advanced concept learning strategy, explore and use other people's information more effectively, reproduce or explain the materials they are learning from their own minds, and learn more materials in a shorter time? The more students with cooperative attitude and experience, the more they can actively and persistently pursue clear learning goals, the more they believe that academic success depends on their own efforts, the more they hope to become excellent students and achieve excellent results, and the more they think that learning new knowledge is of great significance? Compared with students who only have competitive learning in class or personal learning experience, students with cooperative learning experience trust their teachers more and accept teachers as motivators more easily, both in learning and in personal feelings.
Group cooperation activities have been recognized by educators in many countries. Since 1980s, it has also become the research object in the field of teaching theory and practice in China. Group cooperative learning has become the basic concept of "Classroom Standards for Full-time Compulsory Education Senior Middle Schools (Experimental Draft)" (hereinafter referred to as "Standards") and an important concept in classroom implementation suggestions. The task of English curriculum in primary schools proposed by Standard is to stimulate and cultivate students' interest in learning English, so that students can build up confidence, form good habits and form effective learning strategies. In recent years, some local schools in China have reformed classroom teaching, application and research group cooperation activities. Research and practice at home and abroad have verified the effectiveness of group cooperation as a conventional classroom teaching organization in improving learning effect. Group cooperation has become a new strategy to improve teaching efficiency.
Third, the main purpose of the study
Through the research of this topic, the aim is to find an efficient practice mode of English dialogue teaching in primary schools, carry out group cooperation activities, reform the traditional classroom teaching mode, and let every student participate in the study. Through group cooperation activities, every student's English application ability can be greatly improved and developed. At the same time, taking this learning form as the carrier, it fully embodies students' subjective consciousness and cultivates students' participation consciousness.
Give full play to your potential; Cultivate students' interpersonal skills, communication skills, cooperation awareness and team spirit, and lay a solid foundation for entering the society in the future and becoming a compound talent with high comprehensive quality.
Fourth, the content of the study
(A), the timing of cooperative learning
Whether the timing of group cooperative learning is appropriate or not has an important influence on the effect of cooperative learning. Generally speaking, simple cognitive learning tasks only require individual self-study or whole class teaching, while more complex and comprehensive learning tasks can adopt different cooperative learning methods. When cooperative learning is adopted, it is generally:
1. When personal information is limited
It is common to collect information and materials in English learning. Although students use relevant tools and know how to obtain information, sometimes it is not enough to rely on one person's strength. "At this time, organizing students to carry out group cooperative learning can improve the efficiency of collecting and processing information, and at the same time, it can also cultivate students' good study habits, form effective learning strategies, and cultivate the ability of independent learning and the spirit of cooperation.
2. When understanding the key points and difficulties
Classroom teaching time is limited, so teachers should make careful arrangements in classroom teaching and take the key and difficult points of learning as the content of cooperative learning. "When students have difficulty in understanding new knowledge in cognitive activities, teachers should organize students to carry out cooperative learning, and let each member play their own subjectivity in the form of discussion, mobilize their enthusiasm for learning, and overcome the key points and difficulties in teaching and learning (Left, 2002)" For example, after learning a telephone conversation, students are not required to memorize the conversation mechanically, but are organized to compose the dialogue in groups to complete the task of making a phone call. "Teachers should believe in the initiative that students can play through cooperative learning and cultivate students to explore knowledge when teaching focuses and difficulties! The ability to find problems and use language comprehensively.
3. When excavating the teaching materials of the expansion activities.
The content of the new textbook is open and creative. Appropriate adjustment and expansion of teaching materials is the growing point of re-creation, which can make the teaching content richer and more targeted. Cooperative learning at this time is helpful to expand students' thinking and stimulate their enthusiasm for learning.
4. When there are different opinions on the open question.
In order to meet the requirements of quality education, more and more open questions enter classroom teaching. For open problems, if we adopt group cooperative learning, we can not only activate students' thinking, but also provide students with sufficient communication time and space to make the best use of their talents! Learn from each other's strengths. Students express their opinions and problem-solving strategies in group cooperation and communication, listen to their peers' opinions, inspire each other and learn from each other's strengths.
The strategy to solve the open problem is not unique. After all, a person's thinking ability is limited, and it is difficult to think from multiple angles. It requires everyone's joint efforts to show various strategies and conclusions.
Open. In the process of solving problems, sometimes there will be great differences of opinion. At this time, cognitive conflict is the source of students' learning motivation and an important driving force for students to participate in cooperative learning. If cooperative learning is adopted at this time, a strong research atmosphere can be formed, and questions can be raised and different viewpoints can be debated. In this collision between thought and wisdom, students' agility of thinking and accuracy of language expression will be improved accordingly, and a good habit of accepting others' opinions with an open mind will be formed.
5. Review and organize the knowledge system.
When students have a certain understanding of what they have learned at a certain stage, but lack a complete understanding, it is impossible to solve each student's specific problems if they only rely on the teacher to explain in class. When reviewing and sorting out knowledge, teachers can use the form of group cooperation to let students summarize the function or usage of a language structure in groups, fully mobilize students to contact old and new knowledge, and form their own knowledge structure, so as to deepen and consolidate their understanding and mastery of these knowledge.
Show yourself
The new curriculum requires all students to participate in all learning activities, and students also have a strong desire to express themselves. However, due to the limitation of class hours and class size, it is impossible for all students to express themselves within the limited classroom time. In this case, organizing group cooperative learning can make every student participate in learning activities, satisfy their wishes and improve the efficiency of classroom learning.
7. When creating collectively
Language learning lies not only in the memory of language knowledge, but also in the use of language. Through the exchange of language and ideas, the ability to use language is continuously improved (Wang Rencai, 1996). Due to the limitations of students' personal understanding, one's creation is often incomplete. Group cooperative learning is adopted, so that group members can fully express their opinions and complement each other through meaningful consultation and sharing. In the process of completing the task, students get some other methods to solve problems from their peers and get inspiration from others' speeches, which not only cultivates students' habit of comprehensive consideration, but also improves their divergent thinking ability.
(B) the basic form of cooperative learning
According to different teaching objectives and contents, choose different cooperative learning modes. 1. Retelling statement
Ask each member of the group to state their personal views with their knowledge of the language. Before speaking, each student needs to change the language expression, retell the previous expression, and then complete the relevant form.
2. Personal achievement synthesis
Group members prepare some materials in advance according to the teacher's requirements, communicate with each other in class, and share them with the whole class in the form of group reports after induction.
3. Panel discussion
Each group discusses according to the questions or questions given by the teacher, and each group member is free to express his opinions. After being recorded by the recorder, the reporter reports to the class. Step 4 role play
Group members use the knowledge of old and new languages to exert their imagination on a topic, create self-made dialogues through situations, and play roles.
5. Exploratory
The teacher first provides each group with some words, phrases or pictures, so that students can respond accordingly. After exchanging feedback, they can organize to learn new language materials.
6. Concept chart
The group helps them remember by filling in charts, so as to review and summarize the materials they have learned.
(C) the organizational model of cooperative learning
1. Cooperative learning management system
(1) Divide cooperative learning groups: The whole class is different in academic performance, ability, hobbies and other aspects according to gender, and complement each other. Each group member is numbered according to academic performance and ability, that is, ①, ②, ③ and ④. 1 is the best, and so on. The seats in the study group are usually in groups of two rows. Teachers can give each study group a name, such as victory, success, Smith, etc. Individual cooperative learning groups are composed of students with different levels, and the overall level of each group in the class is basically the same, which is convenient for each group to compete fairly.
(2) establish a management system
Set up an expert group. The members of the four-person study group are divided into four expert groups, which manage four special projects: homework, application, sentence pattern and vocabulary. Homework expert group: composed of each group 1 student. Responsible for the correction of homework and self-test questions of each study group and the supervision and inspection of learning behavior. Applied Expert Group: It is composed of No.2 students in each group. Mainly responsible for communication and application exercises in group dialogues, short play performances, oral compositions and speeches. Sentence pattern expert group: it consists of no.3 students in each group. Mainly responsible for mastering and memorizing key sentence patterns, sentences and texts of each group member. Vocabulary expert group: it consists of no.4 students in each group. Mainly responsible for each group member to master words and phrases.
B set up a teacher assistant. According to students' academic performance and management ability, five best students are selected as teachers' assistants to assist teachers in their work and directly manage students' extracurricular study. There are four people in charge of the four expert groups, and one person is responsible for recording, calculating and publishing the assessment results of each group.
Establish a team leader. The 1 student of each group is the group leader, who is responsible for managing the overall learning situation of the group.