The Implementation Strategy For Cooperative Learning In The Perspective Of Distributed Cognition

As a teaching organizational form which can change the way students learn, group cooperative learning has been widely used in classroom teaching. However, in accordance with the current situation, we can get there are still some problems in the implementation of group cooperative learning. Previous researchers mostly focused on the teachers’ strategy to solve the problems. Admittedly, to some extent, this attribution has certain rationality. But from the view of the author, the research which about the re-examine of group cooperative learning’nature and connotation, clearness of the elements and effective learning’ process and method is the necessary condition for the problem can be resolved smoothly. And Distributed Cognition can easily create a map with the elements of group cooperative learning, such as learners, learning community, learning the relationship between the community, teaching assistants, all kinds of learning resources, the relationship between the learners within the group members. In view of this, the article selected Distributed Cognition this perspective, focusing on the theme of the implementation strategy for cooperative learning in the perspective of Distributed Cognition, using literature review, classroom observation and case studying method, tried to give the group cooperative learning a new understanding, revealed its the basic structure, effective learning process and basic idea. On the basis of it, the author tried her best to make a little useful exploration for the effective implementation of group cooperative learning. This research combined with the current implementation status of group cooperative learning of English classroom teaching in secondary schools, striving to be objective and effective in the process of exploration.The article arranged four parts. And it promoted the implementation strategy of group cooperative learning in turn which based on the inner connection of Distributed Cognition and group cooperative learning. Firstly, on the basis of presentation and analysis of the case, the author summarized and analyzed the problems which occurred in the group cooperative learning implementation. Secondly, it analyzed the origins, meaning and characteristics of Distributed Cognition, and revealed the view of understanding, knowledge and earning in the perspective of Distributed Cognition. Thirdly, the article analyzed the elements and constructive learning process of group cooperative learning, then put forward the basic implementation ideas of group cooperative learning in the perspective of Distributed Cognition. Lastly, based on several learning elements which more stressed, the author attempted to put forward some implementation strategies of group cooperative learning in the perspective of Distributed Cognition.This paper argues that the common operation of cognitive elements is an important psychological mechanism of group cooperative learning, information gathering and sharing is a key link to improve the effectiveness of group cooperative learning. In the implementation of group cooperative learning, the teacher must be make a clear and reasonable work division, give full play the core role of positive interdependence, regard the interaction as its power living spring, ensure the acquisition and utilization of social and cooperation skills, pay attention to the work of evaluation and reflection. In addition, the teacher should also keep theirs eyes on the utilization of these strategies in the implementation of group cooperative learning, such as the creation of learning environments and the learning community, information sharing and knowledge representation and so on.