A Study On Effectiveness Of Cooperative Lear In English Teaching In Primary Schools

Curriculum reform calls for "cooperative learning", The Decision on Reformation andDevelopment of Fundamental Education issued by the State Council of PRC said: "We shouldencourage cooperative learning, promote exchanges between students and commondevelopment to benefit teachers and learners.“The compendium of fundamental educationcurriculum reform (trial implementation) also treats developing students’ communication andcooperation as an important goal of the new curriculum reform.New English Curriculumstandards recommend teachers task-based teaching approach and group cooperation learningmethod instead of pure knowledge impartment. Inefficient cooperation is refused in teaching.Although we adopt group cooperation to embody the spirit of new curriculum, whenretrospecting our own class and others’performance, many problems arise. Due to the groupclassified freely, organized messily, problems set lacking the value of the research and notall students participate in it .As a result, the group explore "floating in surface" or go down tobusiness and cause team activities become a mere formality, seemingly lively and actually.we are suspicious of the effectiveness of cooperative learning. As an education worker, weshould ponder on how to improve the effectiveness of cooperative learning . Therefore it hasimportant practical significance to research the effectiveness of cooperative learning inEnglish teaching in primary schools. First, this research will improve the primary schoolEnglish teaching and the quality of teaching. Second, the study of effective cooperation helpspromote English teaching theory and the primary school English teaching practice. Third, AStudy on Effectiveness of Cooperative Learning in English Teaching in Primary Schools willimprove the quality of primary school English teachers. Fourth, A Study on Effectiveness ofCooperative Learning in English Teaching in Primary Schools can enrich English teachingapplied theory and guide the primary school English teaching better.Consulting relevant documents, questionnaires, experiment, and classroom observation areused in this thesis. The paper introduces the current situation of cooperation learning byquestionnaire, recording in classroom, interviewing teachers and students. It seems that all thestudents take part in the activities, they are very active.In fact the effect is not good, sometimes the good students play the main roles, and the poor students only sit quietly.As aresult,we can’t obtain the aims of "cooperation" and "common improve" ; Some teachers donot really understand the connotation of "cooperative learning", simply regard it as a kind ofteaching ornament , students have not really access the learning state and being ended quickly,they cannot achieve learning effect; Some teachers give assessment on the result of groupcooperation only using "Good" and "Well done"etc, and how to guide students to improvethe effectiveness of cooperative learning is often ignored ; Some teachers orgnize the classloosely, and the whole class become disorder, effective teaching time will be shorten greatly.Through the analysis of the present situation we obtain: There are kinds of inefficientphenomenon visible in the process of cooperative learning in primary English teaching . AlsoI analyze the causes of inefficiencies among teachers, students and schools by interviewing,summarizing, discussions and so on .Finally I put forward the effective strategy to promoteEnglish teaching efficiency.According to investigation and observation, inefficiencies of cooperative learning inEnglish teaching in primary schools are as the flowing:1.lack of initiative .2 .low participation degree. 3 .superficial studying .4 .the evaluation ofcooperative learning is not timely and comprehensive.5.formalization . 6. Teachers lack themonitoring ability, and fail to actively participate. 7. excessive using .8. students’role isundefined.There are many causes for the inefficiencies of cooperative learning in English teaching inprimary schools. Mainly according to the following 3 aspects:1. From teacher’s aspect. Teachers are required not only to understand the nature ofcooperative learning from multi-dimension but also to know their role in class. 2. Fromstudent’s aspect. Mental age plays an important role in their studying. Teachers should workclosely with their students and pay attention to their learning skills. 3 . From schools.Meanwhile, the author presents teaching strategies in English teaching in primary schools:1 . Define the positioning of teachers and students, implement the principal role of students.2 . Give requirements and tasks clearly. 3 . Select cooperative contents scientifically .4.Divide groups rationally and scientifically .5. Give students adequate time. 6 . Teachstudents the skills of cooperation, and cultivate a sense of cooperation and abilities .7 . Form students’good habits .8 .Establish a scientific evaluation mechanism, and feedback inplace.We should use these methods and strategies in daily teaching to cultivate students’sense ofcooperation, confidence so that they can participate effectively and the efficiency ofcooperative learning get improved.At last , the research result is formed after the final stage measurement: a kind ofeffective cooperation pattern of classroom teaching is constructed, and recommendations aregiven to the later researchers.Due to my limited ability, there must be some faults in my paper, I’m eager to becriticized by the experts and scholars.