Cooperative Principles in English Language Teaching.doc

《Cooperative Principles in English Language Teaching.doc》由会员分享，可在线阅读，更多相关《Cooperative Principles in English Language Teaching.doc（13页珍藏版）》请在三一办公上搜索。

1、合作原则在英语教学中的应用Cooperative Principles in English Language TeachingContentsAbstract.1Key words.1I. Introduction.2II. The Rationality of Cooperative Teaching.2III. Cooperative Principles in English Teaching.4 1. Cooperation between students.4 2. Cooperation between teachers and students.6 3. Cooperation

2、 between teaching material, teachers and students.7IV. Significance of The Cooperative Principles in English Teaching.8 1. English study strategies and cooperative study.8 2. Promote the interaction and mutual progress between students.10 3. Academic achievements promoted by the cooperative principl

3、es in English teaching.10 V. Conclusion.11References12Abstract: This paper points out some shortages in English language teaching, and make the point that English language teaching can be promoted in the use of cooperative teaching which means the activities with certain sense in which the language

4、as its intermediary and it can make people influence each other and promote each other. Cooperative teaching is characterized as the exchange and cooperation, interpersonal, teaching and learning from each other. An important feature is its cooperation and interactive. It shows the rationality of co

5、operative teaching and application of the cooperative principles in English teaching. It gives the result that English teaching can be more effective if it based on the cooperation between students and students, between students and teachers, and between students, teachers and the teaching materials

6、. It can show a way of English teaching reform and providing the foundation to improve students English comprehensive capabilities.Keywords: cooperative principle; cooperative learning; English language teaching摘 要：本文指出了英语教学中所存在的一些不足，并且提出可以通过合作教学，即通过具有一定意义的以语言为中介的人与人之间相互影响，相互促进的活动方式来更好地促进英语教学的发展。教学合

7、作的特点是“交往合作”、“人际互动”、“互教互学”，其重要特征是“合作”与“互动”。它指出了教学合作的合理性以及合作原则在英语教学中的应用，并且指出在运用生生合作，师生合作以及师生与教材的合作的基础上，英语教学的效果将会更加显著。这为英语教学改革提供了一个方案，并且为全面提高学生的英语综合应用能力提供了理论基础。关键字：合作原则；合作学习；英语教学I. IntroductionNowadays, more and more students are learning English as a foreign language. Meanwhile, more and more graduate

8、s are being English teachers. English has been used more and more frequently, the requirements of English teaching have been higher and higher. In this special situation, how to teach English well becomes the first problem to English teachers. We need new teaching models to solve the problem. One of

9、 them is to use the cooperative principles.The cooperative principles can give us the way of setting a new teaching model and it can also give us a new environment to encourage students to develop their ability. The carefully created cooperative teaching can make the students participate in learning

10、 English actively. It is also one of the most important steps in changing passive learning and non-interpersonal learning.In cooperative class, the entire students will learn how to cooperate with others, how to compete in a friendly way and how to learn actively. The teacher will determine the targ

11、et system of each class, which decides the way of cooperation between the teacher and the student and the students themselves in the teaching.II. The Rationality of Cooperative TeachingCooperation is to achieve the common goal through the joint efforts. Teaching cooperation is the activities with ce

12、rtain sense in which the language can be regarded as the intermediary. It can make people influence and promote each other. It is characterized as the exchange and cooperation, interpersonal, teach and learn from each other. An important feature is its cooperation and interactive. Its significance i

13、s generally improving the score of the students, particularly the students with low score. This model will also help students to shape their values, ability and help them to develop a healthy personality, and learn how to look at problems from the perspective of others. In teaching strategies, coope

14、rative teaching demands an atmosphere that the members will participate entirely, actively and differently. Competition, cooperation and individual behavior are compatible in this atmosphere. This can fully reflect the love between teachers and students, personality equality, and teaching democracy.

15、 English classroom can build this kind of interactive and cooperative teaching methods. We can use group learning in class, and let students learn together to maxim all the students study results. What the group members pursuit is the results that both benefit himself and the others. In cooperative

16、learning, the participants pursuit the same interests, this makes all the group members benefit from common efforts, and then they will be aware that they have the same “fate”. Meanwhile, they will be aware that personal achievement is made by the individual and the others. In the environment of coo

17、perative learning, students achieve goals by positive interdependence. Teacher can make many kinds of learning objectives to promote students cooperative, competitive and personal effort. Teaching activity marches to a certain aim according to some target. In cooperative class, all the students will

18、 learn to cooperate with others, friendly competition and learn actively. The teacher will determine the target system of each class, which decides the way of cooperation between the teacher and the student and the students themselves in the teaching process. Students learning attitude and psycholog

19、ical ideas change a lot after cooperative learning. The form will show.before cooperative learning (60 students) after cooperative learning (60 students)Learn English actively 40(students) 58(students)Dare to speak English 20 46Cooperation participation 17 55Confidence 30 52(From Journal of Xian Int

20、ernational Studies University Dce.2004 Vol.12No.4)Cooperation is an ancient times thinking. There is an ancient Chinese saying that Studying without sharing, then you may be ill-informed and ignorant. The ability of cooperation is the main guarantee for the survival of humans. In the western world,

21、they also believe that it is necessary for one to have a partner when he is learning something. Kuntinglinen had thought that students can benefit by learning from each other. Roman philosopher Seneca has a profound respect to cooperative learning. He said that when you teach, you learn again. In th

22、e States, one of the most successful sponsors of cooperative learning is Keluonaier Francis Parker. In the1870s, he brought his passion and ideal to the cooperative learning which he sponsored. He also sought freedom, democracy, and individuation in the public school. He injected the spirit of activ

23、ity into the class and made the class really cooperative and democratic. In the 1960s, David Johnson set about his study of cooperative learning, and set the cooperative learning center. There he studied and practiced the cooperative learning and the arrangement, strategy, and approach of the course

24、. In modern life, cooperation is needed in each kind of work. Cooperation has been more and more important than maximizing the achievement, the active attitude and critical thinking ability, although all of them are worth spending time. These knowledge and skills will be useless if students cannot u

25、se them in their cooperative communication with each other. If an engineer, an accountant or a teacher has not the ability of using his knowledge and cooperative skills, it will be no sense to train him. Students will live in a complex and connected world where more and more problems will become int

26、ernationalized. Learning to cooperate will be more and more important in the class.American Society for Training and Development and U.S. Department of Labor surveyed some of the industrial companies in 1988, and aggregated the following basic skills that should be taught in the school, in which coo

27、perative ability is the most important:1) study competence2) listening and oral communication3) reading, writing and computing 4) adapt competence on creative thought and question solution5) personal management characterized by personal development and reaching aim as a driving force 6) group effici

28、ency characterized by interpersonal communication, negotiations and group work organizational effectiveness and leadership abilitiesIII. Cooperative Principles in English Teaching According to the difference of the content of courses, such as extensive reading, listening, writing courses and oral En

29、glish and communication, it is suggested that teachers teaching extensively in classroom are supposed to combine with the students self learning in the course of English teaching, to combine the teachers guidance with students self-study, to combine the teachers questions with students doubt, to com

30、bine teaching method with the students acquirement. In the process of the research, the principles can be concluded as the cooperation between students, cooperation between teachers and students and cooperation between teachers, students and teaching materials.1. Cooperation between students We need

31、 to set up the psychological atmosphere on the principles of security, equality and harmony. This is the most effective and most direct cooperation. To compete courageously and to be good at competition are all the reflection of the innovative personality. The course of cooperative study can not onl

32、y bring up students sense of competition and cooperation, but also embody the result of competition and cooperation. The cooperative study is guided by the groups cooperative goal, regarding groups cooperative task as carriers, the groups evaluation mechanism as the guarantee, promoting the cooperat

33、ion and the competition inside the group. Only in this way we can guarantee the members participation and complementarities in the group. The success of the group is estimated on the foundation of personal success. Intensive willing of being successful forms the relationship of positive interdepende

34、nce between group members. Each member should participate actively to give a wonderful expression. This can promote the development of personal potential. At the same time, in the process of cooperation, there are same interactions between students and teacher and between students. This kind of inte

35、raction retrieves the one-sidedness of personal cognition, breaks the restriction of personal thinking mode and forms the force of creation. Students cognitive process is usually the same with the adults, but common language is usually produced between students. So cooperative researches can not onl

36、y keep students thought active, but also make the complicated process simple. This is favorable for the elaborating of the students potential. In English teaching, teachers can arrange classroom activity according to the following steps: 1) Grouping the students according to students demands and the

37、 complexion of the class for the purpose of adapting students learning request. 2) Establishing the learning target for the students, this can be met if students make great efforts. Put the knowledge of one lesson into some different parts in allusion to the fact of the difference of students knowle

38、dge base, develop level and ability. This can make all the students put their own actual level as the jumping-off point, and meet the anticipative target by “cooperative learning”, and do the trick.3) Arranging the cooperative argumentation. In this step, the teacher should give students plenty of c

39、hances to think freely for the purpose of bringing their active thinking. Students will study and explore actively when their thoughts are in active estate. The cooperative argumentation in group can inspire the deepness and extent of students thought. Students should be given some time to feedback

40、after thinking, and let them exert their own understanding to the knowledge, and put right by the cooperation of the whole class and get the further understanding. 4) The teacher should create some communication scenes that can make students have chance to use their knowledge about the language prac

41、tically. If there is no need of communication or students cannot find the worthiness of language in communication, the intense learning motivation will be hard to excitated. 5) Students representation in the class should be evaluated firstly by students, and then by the cooperative group. At last, t

42、he teacher will give some summarized ideas or advice.6) In the extracurricular time, students can continue the cooperative learning in the form of competitive partner. This can make cooperative learning become systemic.2. Cooperation between teachers and students The 21st century is a speedy era of

43、renewal of knowledge. The ways and channels to obtain knowledge are becoming more and more, but for students, the main way to study English remains English classroom instruction, what is worth drawing attention to is that in English teaching, the teacher not merely wants to teach students some Engli

44、sh knowledge, the more important thing is to cultivate students to gain knowledge and the consciousness of a lifetimes study.There are few differences between acquiring knowledge and gaining knowledge literally but the deep meaning is profound. Through the investigation we know that, students think

45、that they know how important to learn English extensively, but in fact they have not accomplished this. Eliminate the factor of not having enough time to arrange study; another factor may be that they dont know how to learn English and how to contact English comprehensive and learn on their own init

46、iative. To the two factors above, the teacher should channel off the students properly, introduce the characteristics of language and analyze the process of language learning. These can make students know that language learning is a complicated social and mental activity. The reason of saying its so

47、cial activity is that students should keep favorable social connection with each other actively and forwardly and form favorable cooperative connection with each other on both language input and output. Meanwhile, its mental activity for the reason that students should make use of diversified cognitive skills to solve the problem and transfer intrinsic information for the purpose of digest and imbibe language material and ensure the progress of society intercourse.The teacher should pay attention to students individual diversity on learning. The teache