Research On The Condition And Countermeasures Of English Cooperative Learning In Primary School Under The Background Of Large

In 2001,the eighth basic education curriculum reform was kicked off,The cooperative learning advocated as one of the three important learning methods tor learners will be directly related to the students’ ability of self-learning and core literacy.English Curriculum Standards for Compulsory Education(2011 Edition)issued by Ministry of Education,emphasized that primary school English teachers should guide students to develop language and thinking skills in cooperative practice,learn to study independently and learn cooperatively.It can be seen that in order to improve the effectiveness of cooperative learning,English teachers should establish a cooperative learning concept actively and master the basic implementation ability of cooperative learning.However,the current situation of English cooperative learning of primary school is not optimistic,the enthusiasm of primary school students under the background of large classes is not high,and the task completion is general.Although there are various reasons for the students themselves,many studies have shown that the lack of ability of English teachers to organize large classes cooperative learning is the main reason.This seriously hinders the effective development of the cooperative learning,and is also not conducive to the steady improvement of the quality of primary school English teaching in the context of large classes.Although the academic community has achieved fruitful research results in the field of English cooperative learning,the research on the cooperative learning of large classes has attracted little scholars.Many regular understandings in this field need to be discussed.Based on the above research background,this study is based on the topic of "Research on the Condition and Countermeasures of English Cooperative Learning in Large Classes of Primary School",based on group dynamics theory,cognitive development theory,motivation theory and target structure theory,using the literature research method,survey research method,interview research method and classroom observation research method,prepared the Questionnaire on the Status of English Cooperative Learning in Primary School,taking 641 sixth-grade students from M primary school in Hai an county as the research object,conducted targeted interviews with five English teachers who taught in the sixth grade.On the basis of measuring the current situation of primary school English cooperative learning in large class,this paper analyzes the causes of the development of English cooperative learning in the large classes,and put foi*ward target suggestions on how to optimize the operation of primary school English group,planning the cooperative learning time,set up cooperative learning tasks.cooperative learning attitude and implementation of cooperative learning results.The results show as followings:(1)The status of primary school English cooperative learning in large classes is general,there are many problems in the an*angement of cooperative learning tasks and the operation of the group;(2)The operational problems are mainly manifested in the unclear division within the group,the insufficient cooperation capacity and the incompatibility of membership;(3)The time planning problem are mainly characterized by unreasonable group discussion time and unequal reporting opportunities;(4)The task setting problem are mainly characterized by unreasonable task difficulty7lack of task procedures and incomplete task forms;(5)The problems in cooperative learning attitude are mainly due to the low enthusiasm of subjective participation,lack of interest in discussion,and insufficient understanding of the role of English cooperative learning;(6)The output problen is mainly due to insufficient penetration of teachers’ communication skills,cooperation skills,creative skills and self-learning skills;(7)English teachers’ lack of team construction theoretical knowledge and team management ability led to the general operation of the group;(8)English teachers’ lack of understanding the importance of time planning and time directed guidance,unreasonable organization of results reporting have affected students’ time planning;(9)English teachers,misunderstanding of students’ comprehension ability,lack of task arrangement methods and insufficient ability to select tasks reasonably lead to tasks setting problels;(10)English teachers’ insufficient comprehension of cooperative learning concepts,lack of practical ability and bias in concept identification affect students’ cooperative learning attitude seriously;(11)English teachers’ insufficient comprehension of cooperative learning outcomes and lack of coaching ability are the relevant factors that lead to the general output of cooperative learning outcomes.Based on the above research conclusions,this paper puts forward the following suggestions:First of all,in terms of improve team operational efficiency,teachers should not only construct a reasonable English cooperative study group,but also focus on strengthening the internal management ability of the group and carry out the evaluation activities actively.Secondly,in terms of optimize team time planning,teachers should not only focus on improving the time planning ability,but also set up cooperative learning time according to different cooperative learning tasks,and enrich the reporting form to improve the efficiency of group reporting within the unit time.Thirdly,in terms of assign learning tasks scientifically,teachers should not only ensure the cooperative learning assignments scientifically,but also enrich the various forms of learning tasks as much as possible,and comprehensively set cooperative learning tasks according to different group capabilities.Fourth,in terms of adjust learning attitude,teachers should not only train students in the meaning of cooperative learning,but also create a good atmosphere and stimulate students to participate in cooperative learning through various means.Lastly,in terms of reinforce learning outcomes,teachers should not only teach students the basic skills of cooperative learning,but also cultivate the multiple abilities in the process of cooperative learning.In addition,students should be encouraged to treat the performance of their own and others’ objectively.