English Instructional Design For Primary School Guided By The Concept Of Cooperative Learning

National Standards of English Course (Experimental Edition ) explicitly indicates: the focus of reform of English course is to change the situation of putting more emphasis on grammar and lexical explanations, and of the tendency of overlooking learners' language performance on actual occasions. The reform advocates experience, practice, participation, collaborative and communicative learning style and task-oriented approach based on learners' interests, life experience and cognitive level, aiming at developing learners' comprehensive abilities. Collaborative learning as a breakthrough and complement against traditional classroom instruction is widely applied in the instructional design of English courses for primary school. The paper intends to explore the collaborative English instructional design in primary school drew from traits of children psychological development, and the basic principles and demands of English teaching; while guided by the major concepts of collaborative learning and the modern theory of instructional design.The paper tries to combine theory with practice, and not only delves into the concept of collaborative learning and its application on English instructional design for primary school, but also makes predictable, applicable systematic design and arrangement on the structure and instructional stages of collaborative classroom English instruction in primary school.The paper is classified into four chapters: Chapter 1, introduction focuses on the explanation of background and significance of the study, and the relevant concepts. Chapter 2, theoretical basis includes instructional design and its guidelines, the characteristics and requirements of English instruction in primary school, the definition of collaborative learning and its major concepts, and the value analysis of collaborativeEnglish teaching in primary school--creating the appropriate cognitive and affectiveenvironment for young learners. Chapter 3 deals with the principles and program for the study; finally Chapter 4 discusses the current practice in the field and makes forecast for further investigation.