The Study On The Application Of Task-driven Group Cooperative Learning In Secondary Vocational English

As the social development continues to increase the need for technical talents,the country attaches more and more importance to vocational education,and there are more and more researches related to the teaching of secondary vocational schools,including the exploration of the improvement of English classroom teaching in secondary vocational schools.However,the improvement effect is often not up to the best,and there are still students’ low participation in class and low enthusiasm in class.Based on the above background,in order to further improve the teaching improvement measures of secondary vocational English classroom and improve the English learning quality of secondary vocational students,this study carried out the practice of integrating task-driven method and group cooperation method into secondary vocational English classroom teaching,and then explored the effects and shortcomings of secondary vocational English classroom teaching under this mode,and put forward the corresponding improvement measures.The performance of students in task-driven English group cooperative learning classes in secondary vocational schools and the effect of classroom teaching are taken as the research questions of this study.Interviews and case analysis methods are adopted,and students in two classes of practice schools are taken as the research objects.The research data mainly comes from student questionnaires and student examination scores.Firstly,the basic information of students is analyzed in the form of questionnaires and students are scientifically grouped.Secondly,the practical application scheme of task-driven English group cooperative learning classroom teaching in secondary vocational schools is designed in detail,including teaching application design and task-driven design.Group cooperative design and group cooperative evaluation design,among which teaching application design mainly includes three stages: pre-class preparation,in-class development,and after-class evaluation summary,as well as the division of labor between teachers and group students in each stage.Finally,the results of the first monthly test are compared with the results of the three tests after teaching practice.Combined with the records of face-to-face interviews with students,this study found that,generally speaking,after task-driven English classroom group cooperative teaching in secondary vocational schools,students’ English performance,students’ learning attitude,students’ cooperation ability,students’ personality development and class quality have been significantly improved.At the same time,it also concluded that teachers can improve in the following five aspects: Increase students’ interest interaction in English to improve students’ awareness of cooperation,accept students’ opinions,give play to students’ supervision role in English class,enrich the forms of English classroom tasks to strengthen the classroom attractiveness,use school resources to optimize students’ English classroom cooperation environment,cultivate students’ evaluation thinking and learn to benefit from English classroom cooperation.