Application Of Cooperative Learning In English Teaching Of Primary Schools

In recent years,with the rapid development of China’s economy and the increasingly obvious trend of global integration,there is an increased demand for talent diversification and personalization is more and more strong in the society.China has been promoting the new curriculum reform of basic education and has developed new curriculum standards for all the subjects.As for English,the new curriculum standard is student-centered,focusing on fostering their ability of studying independently and developing positive emotional attitudes.It emphasizes the comprehensive development of the students’ overall qualities.Such fresh and higher requirements will definitely cause changes in English teaching methods.According to the New Curriculum Standard,English teaching can not only help students understand the knowledge of English and develop culture awareness,but can also help students improve communication skills and cultivate the cooperative spirits.Therefore,it is important to apply cooperative learning model in primary school.However,English teaching is still in its initial stage in many places of our country.Although cooperative learning has been widely used in the English teaching,there are still some problems in the cooperative methods and modes adopted by some teachers in classes,which is not conducive to promoting the improvement of classroom teaching quality.Our research aims to explore the use of cooperative learning in primary school English teaching in China.From the research,we find that the application of cooperative learning model can bring positive influence to English study in primary school and provide implications for improvement for English teaching in primary schools.In the present paper,the research subjects are students from two classes of Grade Five in the Primary School Attached to Yunnan Normal University.The teaching research lasts for about18 weeks and the research questions are as follows:1.What are the problems in the application of Cooperative learning in the English classes of the Affiliated Primary School of Yunnan Normal University?2.Can the Cooperative Learning improve students’ English learning performance and participation in English classes?3.What measures should be adopted when teachers carry out the Cooperative learning in our school?The present paper utilizes a variety of approaches to collect data,including questionnaire,test,interview and classroom observation.SPSS and Excel are adopted to analyze data and conclusions are listed as follows:(1)Through sorting out questionnaire data,there still exist many problems in English Cooperative Learning among fifth-grade students in the affiliated Primary School of Yunnan Normal University,which can be summarized from the levels of teachers,students and management: The form of Cooperative Learning mode is monotonous;the opportunities of participation among group members are uneven;the participation cannot be guaranteed to be uniform;the students’ cooperation skills are insufficient;the effect of Cooperative learning is not ideal and the teachers’ positioning in Cooperative learning is insufficient.(2)Through the analysis of pre-test and post-test data,we can see that Cooperative Learning can indeed improve students’ English academic achievements and their participation in English classes.(3)In order to ensure the role of application of Cooperative Learning in English classes,several suggestions are proposed in the present paper,such as the teachers’ innovational Cooperative Learning models,and the reasonable grouping of interaction activities,so as to ensure the uniformity of interaction of students,strengthen students’ cooperative skills,enhance the effect of Cooperative Learning and enhance the capacity of teachers in the Cooperative Learning control and role positioning.