Research On Organizing Cooperative Learning Of Primary School English Teachers And Its Improving Strategies

The new curriculum reform and the primary school English curriculum standard have putforward new requirements and objectives for cooperative learning in primary school Englishteaching. How to organize and conduct effective cooperative learning depends on the primaryschool English teachers’ comprehensive quality. According from the existing data relatedcooperative learning, there is less data regarding strategies of organizing cooperative learningon primary school English teachers as the research object of the thesis. Thus, the study is toexplore the present situation of organizing cooperative learning on primary school Englishteachers and explore the effective promotion strategies by literature analysis and surveymethod to enhance learning initiative and improve the quality of primary school Englishteaching and organizational capabilities on the primary school English teachersAfter collecting and organizing the literature, the author compiles and pretests a primaryschool English teachers’ classroom cooperative learning questionnaire, a teachers’ interviewoutline, a students’ interview outline and a cooperative learning observation table, based onthe three dimensions to investigate—the cognitive status of classroom cooperative learningon primary school English teachers, implementation present situation and professionalaccomplishment of organizing classroom cooperative learning, to investigate174teachersand also observe the actual situation of classroom.The result of the study conveys that most of the primary school English teachers thinkthat it is necessary to group cooperative learning in class. Only a handful of teachers,however, hold that cooperative learning can achieve curriculum objective. Through theinvestigation and observation, the author finds out different use different the ways of groupdivision, group assessment and feedback and teaching reflection. Some teachers also reflectthat their own knowledge about cooperative learning classroom exploration is not enough andalso get less theory from training related education department. This influence factors ofclassroom cooperative learning of primary school English teachers can be discussed fromfour aspects—normal universities, the administrative department of education, elementary school and the individual teacher.Finally, based on the problems about organizing classroom cooperative learning of theprimary school English teachers and the related factors analysis, The author puts forwardtactics from the questionnaire of three dimensions—improving the cognitive level andperfecting the implementation situation of organizing classroom cooperative learning onprimary school English teachers and promoting the professional development of primaryschool English teachers.