Exploration And Practice For Cooperative Learning In Small Class Of English In Primary School

Under the promoting of small class teaching from the Bureau of Education in Jiangbei District, our school started to become a pilot school of small class teaching in 2011.The reduced number of small class provides favorable space conditions for the cooperative learning, while the cooperative learning is a an effective method serving for small class teaching. Therefore, in the English class, make the full use of cooperative learning, to let every child experience, practice, participate and communicate in cooperative learning is the best way of concerning everyone and developing everyone. There are lots of theories and practices of cooperative learning, but after observing to the English classes in primary schools in Hangzhou, Shanghai and even all round the whole country, we also found that there are some problems existing in cooperative learning: 1 The group work becomes a mere formality, not for actual effect; 2 Using the cooperation inappropriately and regardless of content; 3 The students seem very active in the class, but they lack of independent thinking; 4. The division for the group work is not clear, and students seldom participate in the cooperation; 5 The group works lack of rules, and they are not under control. Thus, how to carry out the cooperative learning in the primary school English classroom effectively is the question needed to solve. In order to implement the cooperation study effectively, we divide the cooperate learning into three ways: 1. Monitorial System of Group Cooperation; 2. Task Based Group Cooperation; 3. Autonomous Learning Based Group Cooperation; and try to explore and practice in the three ways of cooperation. The Monitorial System of Group Cooperation is not a kind of true sense of cooperation, but can be applied to the group work of simple practice, let the team activities carried out in an orderly manner. The Monitorial System of Group Cooperation is the foundation of cultivating students’ cooperation ability, especially suitable for the students of grade one or two, because the younger students have poor cooperative consciousness. Task Based Group Cooperation is a real kind of cooperation. It is usually used for solving difficult problems or tasks through discussion, report and share. It is aimed to cultivate the students’ cooperation awareness and skills. The mode of Task Based Group Cooperation is suitable for the students from grade one to six, but not the students in the first semester in grade one. Through the TEAM MODEL smart classroom system, we build the Teaching Mode of Autonomous Cooperation in Reading, to serve the students’ autonomous reading and autonomous learning. The Teaching Mode of Autonomous Cooperation in Reading is commonly used for students of grade five or six. The Teaching Mode of Autonomous Cooperation in Reading is not only in accord with students’ cognitive process, but also develops the differences of students, improves the evaluation system of classroom teaching, realizes the students personality development in recent development of knowledge, the active meaning construction and deep thinking. It also promotes the harmonious development of students’ intelligence, ability and social emotion. The research of this paper discusses several aspects of the basic structure, the practice, the application and the effect of these three kinds of cooperative mode.