Application Of Cooperative Learning To Vocational Oral English Teaching

As a kind of teaching method and strategy which can effectively enhancestudents’ interest in learning, cultivate their team spirit and promote their overallperformance, cooperative learning has been developed for decades. Its basic theory,methods and limitations have been known relatively well. It can be said that in theapplication and practice, the key that teachers should grasp does not lie in the learningof the theory, but in the effective control about the key links in the implementation ofthe teaching methods, such as organization, controlling, coordination, feedbacks andso on. The application level of teachers on cooperative learning is based on largeamount of teaching practice experience.Students in vocational schools have their own distinctive characteristics and theirlearning process is quite different from that of students in senior middle schools anduniversities. For a long time, the teaching effect of common teaching methods is lessthan satisfactory. The study attempts to apply cooperative learning to oral Englishteaching in vocational schools, try to combine the advanced teaching theory with theteaching practice in vocational schools so as to explore a CL model in oral Englishteaching, and finally make a breakthrough in improving the teaching efficiency,meeting the social and personal needs, and cultivating qualified oral communicativeability of students.In the study, the author chose some students in grade one as subjects and appliedcooperative learning to the oral English teaching with the help of questionnaire andoral tests. After a term’s experiment, the following conclusions are drawn:1.Cooperative learning can effectively improve the teaching effect. It can be seen fromthe improvement of students in the experimental class;2. Compared with academicrecords, the spirit of learning and cooperation are remarkably increased;3. Thepractice of cooperative learning requires higher teaching ability of teachers. As amatter of fact, teachers’ input is not reduced but increased;4. The practice effect ofcooperation learning depends on teachers’ profound cognition and effective controlabout the limitations of cooperative learning.