The Application Of Cooperative Learning In Junior 3 Revision Class

It is clearly required in English curriculum standard of compulsory education (2011 Edition) that English courses should face all the students and embody the students as the principal part in compulsory education. Teachers are supposed to arrange the teaching contents and steps, organize various forms of classroom interactions, encourage and guide students to use autonomous learning and cooperative learning methods through observation, imitation, experience, exploration and display. In order to achieve this target, the researcher, with reference to the social constructivism by Vegotsky, social interdependence theory by D.W Johnson & R.T. Johnson and interactive hypothesis by Long, focuses on students’ cooperative learning in Junior 3 English revision lessons instead of using traditional revision model-incessant revision exercises. The feasibility and validity of cooperative learning theory in English revision classes are discussed in this paper.In this paper,17 Grade nine students from the 3rd class (b) in Nanjing Foreign Language School Xianlin Campus are randomly selected as the objects to be tested. According to the heterogeneity grouping principles, the 17 students are divided into 4 groups with 4 to 5 as a unit involved in this experimental study. After a series of SPSS data analysis, emotional attitude scale and personal interview, the following results have been achieved: (1) Compared with traditional model, cooperative learning method in Junior 3 revision classes proves more effective. First of all, students’academic achievements are obviously enhanced. By using the SPSS data analysis, pretest and posttest scores from the experimental group have been analyzed with its Sig.=.001<.05, from which we can safely draw the conclusion that there is visible increase in the experimental group’s grades while the obvious improvement in the control group doesn’t take place. In addition to better academic performances, students respond better in the their affection, attitude and values towards study according to the questionnaire carried out which shows that 92.15% of the students have positive affection, attitudes and values. Meanwhile, students give a positive evaluation on the teacher-with more than 99% students showing recognition for the teacher’s teaching. Moreover, the individual interviews with three students of different levels display that they all have made progress to some extent, especially those with a weak learning foundation but good learning attitudes.(2) At the same time, different grouping, evaluation methods and cooperative learning activities have been tried, the results of which show that:heterogeneity grouping; cooperation in the group, inter-group competition and personal integration process of evaluation are more suitable for cooperative learning. Meanwhile, it’s more effective to adopt different cooperative methods according to the revision content:"Jigsaw (Jigsaw)" is more suitable for the exam evaluation class; "Learning together" is suitable for a vocabulary review class; "Jigsaw Ⅱ (Jigsaw Ⅱ)" is applicable to the unit review class; "Students teams-achievement divisions (STAD)" and "Inner-outer circle" are especially effective for the grammar review class.In order to improve the revision efficiency and inspire students’enthusiasm in English learning, the traditional monotonous revision mode should be abolished. More importantly, cooperative learning should be applied instead of requiring students to do countless exercises in the English revision classes of Junior3.