Research On The Current Situation Of Cooperative Learning In English Class Of Junior Middle School

Standards of English Curriculum for Compulsory Education(Edition 2011)clearly states that "students' comprehensive language use ability is the core,and students' learning strategies,cultural awareness and positive emotional attitude should be developed." Among them,"learning strategy" not only refers to students' individual learning ability,but also refers to their ability to cooperate with others to carry out research.In the era of knowledge and skills changing with each passing day,advocating "cooperation" is an important thought of education.With the deepening of basic education reform,cooperation in classroom teaching has become an important teaching measure for teachers to achieve their curriculum goals.However,in the current real classroom teaching,the formalization of cooperative learning and other issues have become an important obstacle to the function of cooperative learning.Therefore,how to make cooperative learning play its role effectively in the classroom has become an urgent problem to be solved.Based on motivational theory,cognitive theory and social interdependence theory,this study takes 25 junior middle school English classroom cooperative learning segments,811 middle school students and 218 junior middle school English teachers as research objects,and adopts classroom observation and questionnaire survey methods to explore three aspects: first,from the three aspects of teachers' classroom behavior,students' learning behavior and students' learning achievements to explore the current situation of cooperative learning in English classroom;second,from the three stages of organization,implementation and inspection of cooperative learning,respectively from the teacher dimension and student dimension to explore the causes of cooperative learning problems in junior middle school English classroom;third,according to the above characteristics and reasons,combined with the case,put forward the countermeasures of optimizing cooperative learning in junior middle school English classroom.Through the analysis of the cooperative learning fragments in junior middle school English classroom and the questionnaire survey of teachers and students about cooperative learning in junior middle school English classroom,the research finds that: 1.The current situation of cooperative learning in junior middle school English classroom is as follows:(1)the characteristics of teachers' classroom behavior are: In the process of teachers' organizing cooperative learning,there are various types of cooperative learning tasks,but some tasks are not suitable for cooperative learning.The distribution of groups is not reasonable.The division of responsibilities is not clear.And the task requirements are not specified.And the evaluation standards for task completion are not paid attention to;In the process of teachers' monitoring of cooperative learning,teachers have a strong sense of monitoring students,but they still need to strengthen their sense of guidance.At the same time,teachers lack attention to marginal students.In the process of teacher's checking cooperative learning,teachers can consider students in all positions in the classroom,but the way of checking is single and the number of students is small.In the process of feedback cooperative learning by teachers,teachers' feedback is single and no practical significance,and the teachers lack of attention to the group learning process;(2)the characteristics of students' classroom behavior are: In the process of group discussion,the students in the group can participate in group interaction in most cases,and they willactively ask the teachers or students when they encounter difficulties,with a certain degree of initiative,but the group communication lacks certain communication skills;In the process of examination,most of the students raised their hands to answer the questions,but when the reporter showed the answers,other members did not prompt or supplement,and the students lacked self-evaluation and mutual evaluation;(3)The characteristics of students' learning achievements are as follows: most of the reporting methods of students' learning achievements are oral reporting and personal reporting.Students' learning achievements basically achieve the expected goals of teachers,but students' learning achievements are lack of diversity and innovation,and there will be grammatical errors and pronunciation errors.2.The causes of cooperative learning problems in junior middle school English classroom are as follows:(1)in the stage of cooperative learning organization: from the perspective of teachers,teachers lack guidance and training related to cooperative learning,teachers lack rationality in the allocation of cooperative learning groups,and teachers fail to apply the concept of cooperative learning to the actual classroom;from the perspective of students,students have correct understanding of cooperative learning,but they are not able to meet the needs of students in specific organizations;(2)in the implementation stage of cooperative learning: from the perspective of teachers,teachers can basically play a supervisory role,but the supervision is not enough,teachers lack of understanding of the role they play in the process of cooperative learning and the way to solve problems is single;from the perspective of students,students lack communication skills and sense of cooperation;(3)in the implementation stage of cooperative learning : from the perspective of teachers,the inspection method of teachers is single and the number of students is small,the feedback of teachers is single and meaningless,and there is no evaluation of the whole group;from the perspective of students,students lack self-evaluation and mutual evaluation.3.The solutions to the problems of cooperative learning in junior middle school English classroom are as follows:(1)in the stage of cooperative learning organization: teachers need to strengthen the mastery and understanding of the knowledge related to cooperative learning;analyze the teaching materials in depth,build clear objectives,reasonably design the process of classroom activities,and clearly define the tasks of activities;respect students' personalities,and reasonably set up groups;(2)in the stage of cooperative learning implementation: It is necessary for teachers to stimulate students' interest;cultivate students' communication skills to enable students to master communication methods;strengthen the attention of students on the edge of the classroom and enrich the ways to solve problems;(3)in the inspection stage of cooperative learning,teachers need to enrich the inspection forms and encourage students to participate;pay attention to the inspection and feedback of group learning results;pay attention to the self-evaluation and mutual evaluation of groups after cooperative learning.