A study on the timeliness of group cooperative learning for senior English students in primary schools The teaching concept of autonomy, cooperation and inquiry is an important teaching method advocated by the new curriculum standards. This topic aims at the phenomenon of "group cooperative learning" in senior high school English classroom teaching in our school.

A study on the timeliness of group cooperative learning for senior English majors in primary schools

A study on the timeliness of group cooperative learning for senior English majors in primary schools

First, the proposal of the topic

The teaching idea of autonomy, cooperation and inquiry is the theme of the new round of curriculum reform, and it is also the main theme of the curriculum reform in 2 1 century. Group cooperative learning is an important teaching method advocated by the new curriculum standard. The purpose of this topic is to investigate and study the present situation of "group cooperative learning" in senior class teaching in our school.

(a), the research status of this topic at home and abroad.

Cooperative learning is a widely used form of classroom teaching organization in the world. In the early 1970s, modern cooperative learning theory and teaching methods rose in the United States, which was considered as a measure to pay attention to the relationship between students from different backgrounds and an important measure to improve the quality of education. Cooperative learning has achieved remarkable results in improving classroom psychological atmosphere, greatly improving students' academic performance and promoting students' good teamwork ability.

(2) Analysis of the present situation of cooperative learning in English subject groups in our school.

The English Curriculum Standard for Primary Schools points out that group cooperative learning refers to dividing students into several groups, and each group consists of 2-6 students with different abilities and personalities. Under the guidance of teachers, the students in the group complete their learning tasks together through inquiry and mutual assistance activities, and at the same time have a positive impact on students' cognition, emotion, self-confidence and peer relationship.

English group teaching in our school is still in the transition period between traditional teaching and modern teaching mode. In order to improve students' interest in learning and promote their cooperative learning and communication ability, we must think about how to improve the timeliness of group teaching. At present, there is group teaching in our school.

The following questions:

1. Although the classroom atmosphere is active, the learning effect is not obvious.

2. Team members don't know how to share learning results and don't take care of poor students.

There is a phenomenon that gifted students are better and poor students are worse.

4. During the discussion, some people are having a heated discussion, others are resting aside, and their sense of cooperation is poor.

5, the division of labor is not clear, there is no reasonable rules and regulations, standardize the responsibilities of each team member.

6. Lack of multimedia and other hardware, poor facilities and equipment, students' quality needs to be improved.

Second, the definition of the subject

"Senior grade of primary school" refers to all students in grades 4-6 of primary school. "Group cooperative learning" refers to a teaching activity in which group learning is the main organizational form in classroom teaching, and students are encouraged to study together in groups according to certain cooperative procedures and methods in order to achieve teaching objectives. "Validity" refers to the "effective learning gains" obtained by students through cooperative learning within the specified teaching time.

"Research on the Effectiveness of Group Cooperative Learning in Senior Primary School" is aimed at the fourth grade of primary school,

In the fifth and sixth grade, the group cooperative learning, the classroom order is messy, the students have nothing to do and the learning effect is low. This paper discusses the effective strategies of group cooperative learning.

Third, the theoretical basis of the research.

Constructivist learning theory holds that learning is not a process in which teachers transmit knowledge information in one direction and students passively absorb it, but a process in which learners actively construct knowledge. In English class, teachers are the organizers and instructors of the class. Cooperation and communication between teachers and students enable students to

Reconstruct knowledge.

The curriculum standard of the new English curriculum advocates autonomous, cooperative and inquiry learning, so group cooperation is arranged to cultivate students' ability to get along with others and cooperate with each other from an early age. Through mutual assistance, division of labor, communication and achievement sharing among students, the spirit of group cooperation has been cultivated, and a democratic, cooperative and mutual teaching relationship and a pleasant and relaxed teaching environment have been created in classroom teaching, achieving the goal of * * * progress.

"Cooperative learning" is a kind of learning form that can give full play to students' main role, change one-way communication between teachers and students into cooperative and multi-directional communication, and make students of different levels improve together in complementary and mutual assistance.

Fourth, the expected objectives and contents of the study.

(a), the expected goal

Overall goal: Through the research of this topic, form a set of methods and strategies to improve the effectiveness of students' cooperative learning, and improve the effectiveness of group cooperative learning in practice.

Specific objectives:

1. Analyze the reasons for the inefficiency of group cooperative learning in English classroom teaching for senior primary school students, so as to find countermeasures, explore effective ways and methods of group cooperative learning, and build a scientific and reasonable theoretical system of group cooperative learning.

2. With the aim of paying attention to students' future development and cultivating students' innovative exploration ability and sense of teamwork, make rational use of 45 minutes to improve the timeliness of group cooperative learning. Change the previous teaching mode of single "teaching" and full-time irrigation. Improve students' interest in learning, promote students' cooperative learning ability and lay the foundation for students' sustainable development.

(2) Research content

1. An investigation on the inefficiency of group cooperative learning in English classroom teaching for senior primary school students.

2. Analysis and research on the reasons for the inefficiency of group cooperative learning in English classroom teaching for senior primary school students.

3. Research on effective strategies to promote group cooperative learning in primary school English classroom teaching.