Based On The Mode Of Cooperative Learning To Explore Students' Individual Differences

Each student has his specific character, as a result of their living environment,social material, culture, mental growth, and the previous learning accumulation.Modern education is paying increasing attention on the individual differences comeup during the students’ learning process. How to deal with the individual differencesin the process of teaching has become an important direction of research. On thisbasis, many learning and teaching methods have emerged, and cooperative leaningmethod is one of them. Focused on the cooperative learning style based on individualdifferences as the main research object, the thesis summarized the experience andlessons through the case study of previous preparation, implementation process, andthe follow-ups and feedbacks, aiming at going into the modern teaching and learningmethod to get the rational direction of the future development.On the basis of above, the thesis studies mainly from the following sections.Introduction: The Definition of Cooperative Learning Methods Based onStudents Individual Differences. This learning method is a bold attempt combinedwith the real learning status of the district. With the students-orientation, the methoddiscussed through variety of research methods comprehensively under the principle ofcombining theory and practice. According to the actual teaching situation, it discusseshow to promote students innovations on their ways of learning in the use ofcooperative learning during the process of classroom education and learningmanagement. It helps build a new mode of learning in order to promote students learnautonomously, inquiringly, cooperatively and creatively, both inside and outside theclass. To achieve the goal of cultivating students’ lifelong learning ability, the methodpromotes teaching efficiency by improving teaching approach according to students’learning approach.Chapter One: Seeking Common Grounds While Shelving Differences——ThePreset and Organization of Cooperative Learning Methods Based on StudentsIndividual Differences. As the Language Curriculum Standard mentioned,“We shouldrespect the individual differences of the students and encourage them to choose suitable learning style.” Learning requirements should vary from person to person,and the students should be inspired to self-reading and self-understanding the text.The teachers should respect the students’ personal feelings and unique insights, tomake their learning be a characteristic process. To preset and choose the suitable“cooperative mode” is to heterogeneous group the students to learn cooperativelyunder the premise of their physical and mental qualities, personality traits, livingconditions, interests, wishes, and abilities.Chapter Two: Co-opetition——The Classroom Management of CooperativeLearning Methods Based on Students Individual Differences. Cooperative learningdoesn’t mean to cooperate blindly without purpose, nor does it imply to cooperate onany circumstances, let alone free activities. It means to choose the right time toimprove the efficiency of cooperative learning based on different levels of students.The right time could be the time when exploring the new knowledge, or the timeviewing things from different aspects, or the time appreciating text by reading aloud,etc. At the same time, instead of unalterable and conventional, cooperative learningadvocates efficient competition both inside and outside the group, which could helpmake the class positive and harmonious as a whole, in addition, help the teacherschange their classroom roles actively.Chapter three: Assessments and Reflections——Feedbacks of CooperativeLearning Methods Based on Students Individual Differences. The teachers shouldmake scientific reflections of the students cooperative learning based on the students’individual differences, combined with the actual teaching situation, and along with theevaluation theory creatively and flexibly. The achievements of students using thismethod is judged by whether they successfully complete the tasks specified by theLanguage Curriculum Standards, whether the students of different levels play themain role in their study, and whether they are eager to participate and feel satisfiedand practiced during the process. The teacher should monitoring his students andmake phase summarize after scientific assessments and reflections.