Chinese As A Foreign Language Conversation Class Group Cooperative Learning Action Research

The most important thing for teacher is to make students open their mouth to speak in oral class of Chinese as a foreign language. Therefore, teachers need to ponder how to make students use the vocabulary and sentences what they learned in conversation and take what kind of ways to organize the class.As team cooperation learning has been popular in teaching both at home and overseas, it is frequently used as the most effective way in oral class of Chinese as a foreign language to make students speak more. There are many ways of team cooperation learning and the way to be taken varies according to students'different language level. Generally speaking, ways of group conversation, group competition, group performance as well as group discussion are suitable for oversee students of primary and intermediate level.Undoubtedly, these ways play an important role to increase communication and interaction and arouse students'interest in learning and at the same time decrease students'sense of anxiety. However, the issues that how to operate team cooperation learning in an effective way, carry out the way successfully and solve the problems cropped up in study haven't been fully studied.These four chapters detailed described this oral class team cooperation learning action's research based on the point of a combination of theories and cases.The first chapter introduces the topic, including the reason of choosing this topic, topic value, meanwhile, introduces the study this topic both at home and overseas. The teaching ways and technique that teachers use in class are only considered as personal experience due to the lack of appropriate ways to prove. Hereby, teacher's action research presents teacher's personal teaching experience through teaching experiment to provide a reference for others and will be further proved.The second chapter describes the relevant theoretical and research methods, including conversation classes theory, team cooperation learning theory, teacher's action research theory.The third chapter is about the analysis on team cooperative learning cases, as well as the core of this article. By two team cooperative learning tasks, according to the steps of teacher's action research, finding a problem, imagining the solution to the problem, putting the solution to the action, evaluating the action and finding new problems in the light of evaluation.The fourth chapter is conclusion, summarized the harvest and the shortage in the process of research, the success we get as well as where are to improved.