The Adoption Of Cooperative Learning In Middle School English Teaching

Cooperative learning, which is based on the theories of mordent social psychology, educational sociology, cognitive psychology and modern educational technology, makes full use of the dynamic elements in class and takes group work as its basic form. And the group members will negotiate and inquire to finish the tasks assigned by the teacher; the teacher will make assessments according to the achievements gained by the group. The thesis focuses on how to adopt cooperative learning effectively in middle school English teaching. Through cooperative learning activities a teacher can initiate the students' enthusiasm for learning English and improve their English level ail-roundly, especially their competence to use English; at the same time train their excellent psychological qualities such as unity, cooperation, exploration and communication.Taking group dynamic theory, developmental theory, constructivist learning theory and the second language acquisition theory as its theoretical bases and Middle School English Syllabus and the Curriculum as its teaching bases, and still connecting it with our country's present education and with the writer's concrete teaching practice, the author tries to take the practice-theory-practice way to do the research on cooperative learning in middle school English teaching.The thesis classifies cooperative learning approaches in middle school English teaching from the following aspects. 1) According to the contents of each unit: there are dialogue cooperative learning and text cooperative learning; 2) According to the forms of activities: there are game activity, role-play activity, question-asking activity, retelling-declarative activity, diagram-filling activity and discussion or debate; 3) According to the four stages of listening, speaking, reading and writing: there are listening and speaking cooperative learning, reading cooperative learning, writing cooperative learning and reading-writing cooperative learning; 4) Two outside-class cooperative learning activities:English comer and English research learning.While operating the approaches in English teaching, the teacher should master the strategies of the following three aspects: 1) the strategies to adopt cooperative learning: the strategies to arrange groups, the strategies to design cooperative learning, the strategies to carry out the activities in class and the strategies to summarize cooperative learning after class. 2) The strategies to deal with several couples of relationships such as the teacher and the students, the form and the aim,.accuracy and fluency, individual learning, competitive learning and cooperative learning, 3) The strategies to assess cooperative learning. Modern English teaching requires that the assessment to English teaching-should adopt-the combination of formative assessment and summarizing assessment. Cooperative learning provides conditions for carrying out formative assessment. Only when it is assessed by formative and summarizing assessments, can its advantages be shown objectively and correctly.The adoption of cooperative learning in middle school English teaching can initiate the students' learning enthusiasm; make the language environment light, natural and Teal. It not only can help the students to improve their competence to use the language, and to train-their English thinking, but also can build their all-round excellent characteristics such as activeness, cooperation and communication.