Research On The Application Of Cooperative Learning Theory To Chinese Language Practice In Small Classes In Elementary Schools

Cooperative learning was firstly appeared in the United Kingdom, and then greatly developed in the United States. In China, it has experienced three stages for Chinese language education on advocating the idea of cooperative learning, which are directive translation, in-directive review and applying the theory structure of cooperative learning to explain the phenomena of our native language. This dissertation aims at the localization study of cooperative learning, i.e. absorbing the distillation of its theory and constructing local "small classes "Chinese language instruction model based on cooperation".The whole dissertation includes three parts: firstly, outlining the overview of cooperative learning theory; secondly, exploring the localization research thought of implementing cooperative learning into Chinese language teaching within the context of "small classes" education; constructing the implementing approach of cooperation-based Chinese teaching—small classes Chinese language instruction model based on cooperation—with some detailed case study.Part One expatiates on the theory of cooperative learning through four aspects, which are followed as: giving the meanings of cooperative learning and some relative concepts; stating the cooperative learning's evolving process of about 200 years, and outlining the development of the research of cooperative learning both at home and abroad; illustrating the theoretic foundations of cooperative learning—social psychology, cognitive psychology and motivate psychology; introducing the teaching principles of cooperative learning: basic ideas, teaching, strategies and teaching methods; and finally, introducing noumenon perspective of cooperative learning which is annotated with detailed cases of Chinese teaching practice in the context of China.Part Two extends to explore the localization study of the cooperative learning from two aspects. Chapter 5 and chapter 6 discuss that the cooperativestudy processes the stratage advantage to carry out the Chinese language curriculum, as well as the characteristic to give the carrier of "small classes education" with advanced educational idea and tactics, which thereby illustrate the necessity and the possibility of integrating the cooperative learning with "the small classes Chinese language instruction". The seventh chapter makes a localization study of cooperative learning theory .then it surveys the evolvement track from validation, imitation to integration which America, Germany, Hong Kong, Taiwan has experienced in the implementation of cooperative learning into native language teaching; and the way directed localization study is "integration", which includes its premise condition, its implementing approach, and its ideal realm.Part Three constructs "samll classes Chinese language instruction model based on cooperation". The eighth chapter presents the plan of this constructing; the ninth one generates the whole structure; the tenth chapter narrates the course of the study to experimenting the pattern; the eleventh discusses four paradigrams of implementing this model: Literacy teaching paradigm, interactive spoken language teaching paradigm, reading teaching paradigm and composition teaching paradigm; and finally prospects its improvement trend as well as makes a conclusion of its necessary tendency of the improvement and breaking through.