Strategy Based On Students' Individual Differences In Cooperative Learning English In Primary Schools

Our overall offering English course of the primary school has gone through ten years of history. In this ten years, English education in middle and primary schools got the community’s attention, while the English course in primary school applied at all levels, its learning numbers also increase in great quantities. So, how to ensure the effectiveness of English teaching and learning in primary school, and respect students’ individual differences of students has become increasingly the focus of educators.The exchange and communication of students is the most frequent in daily teaching. This is because they have similar cognitive level, age characteristics, hobbies, learning and life experience. However, these factors also have differences between them. So they can easily communicate with each other and realize the classroom teaching communication to promote the students to master a foreign language for communication process. Therefore, the application of cooperation learning is crucial. The in-depth research on Cooperative Learning in English teaching is good for optimize English classroom teaching, and comprehensively promote the quality of education.The thesis consists of five chapters, the main contents as followings:the first chapter mainly describes the reason of the study, the research goal and the significance, the domestic and foreign research, the research ideas and methods, the research innovation and insufficiency; The second chapter describes the study of the related concept and the theory of cooperative teaching and cooperative learning, and analysis and feasibility cooperative learning in primary school.The third chapter mainly analysis the students’individual difference factors, students’ individual differences associated with primary school English cooperative learning, and puts forward the attention to individual differences of students for primary school English cooperative learning to enhance the efficiency of action; The fourth chapter is the key part, point Shaanxi J school as the research object, through a questionnaire survey, classroom observation and interview method to investigate the present situation of English cooperative Learning implementation in primary school.The fifth chapter pay close attention to students’ individual differences of English cooperative learning strategy in primary school. Cooperative learning should focus on instructional design difference, respect for individual differences of students. Help to differentiate teaching objectives, rationally develop curriculum resources, a variety of teaching activities. Focus should on the learning group in the implementation of cooperative learning organization. The task of building and team members’ positive interdependence is also crucial; what’s more, teachers should timely monitoring and intervention of cooperative learning guidance, not only bystanders. Cooperation not only to learn at the same time concerned about the individual differences of students in the classroom but also should pay attention to the differentiation of the students’ work settings. Cooperative learning should use the multi-dynamic evaluation. Concerned with individual differences of students in cooperative learning strategies also raised the demand for teachers, the teachers should focus on improving the quality of their comprehensive skills, and focus on improving their English teaching methods, pay attention to the transformation of students’ motivation to learn, and inspire students to interest in learning.