The Study Of Effectiveness Of Cooperative Learning Applied In Primary English Teaching

In 1970 s, cooperative learning arose in the United States, and then it has been gradually applied into the teaching in many countries. New educational thinking brought vitality for our country’s education, which made Chinese education develop rapidly. Nowadays, with the further deepening of curriculum reform, the educators paid more attention to students’ autonomy and cooperation of learning. Although the experts and scholars conducted a lot of researches about cooperative learning, it also need to be perfected in some aspects.Since cooperative learning implemented, it has had rich theories, but it sometimes limited by the actual conditions in the implementation. Such as, the poor teaching facilities, weak teachers’ strength, lower parents’ cultural quality, poor students’ learning consciousness, weak self-discipline ability and so on. The factors made classroom activities restrained, and even it made the teaching task not be completed on time.Therefore, many teachers still chose the traditional teaching methods in order to complete the teaching tasks. So, as a teacher, we must constantly think about the solutions to the problems.In order to solve the above questions, the author carried out cooperative learning experiments for the students of rural areas. The author intended to answer the following two questions through this research:(1) Cooperative learning in primary school,compared with the traditional teaching, which model can improve the elementary student’s English better? How is difference between the two models?(2) How effects on cooperative learning of primary school students’ interest in learning English?On the basis of consulting a large amount of literature, this paper summarized cooperative learning’s theoretical foundation, which includes: social interdependencetheory, cognitive development theory, affective filter hypothesis and hierarchy of needs.Under the guidance of the cooperative learning theory, the author has carried out a semester teaching experiment to the two classes. During the experiment, cooperative learning was used in cooperative class, whereas the traditional learning mode was applied in the traditional class. The researchers used test papers, interviews,questionnaires to collect data and analyzed the data qualitatively.The experiment results showed that the cooperative learning had some advantages compared with the traditional English learning mode, which was showed in the following respects:Cooperative learning can improve primary school students’ English learning achievement. And it can enhance the students’ interest in learning English and play a positive role in the cultivation of students’ initiation. Furthermore, cooperative learning can promote students’ physical and mental development.Compared with traditional teaching, cooperative learning can make students grasp the knowledge more easily and improve students’ learning interests. However, there were many shortcomings about the cooperative English learning mode. For example,the form and the essence of cooperative learning was disjointed. For some students, they were unwilling to cooperate with others. Their cooperative learning consciousness was relatively weak, they were unable to achieve the corresponding goals. All of these problems will be the issues for further research.To sum up, this paper basically achieved the intended purpose of the study. The research proved the effectiveness of cooperative learning in primary school English teaching, cultivated students’ autonomous learning ability, and it provided valuable guidance and enlightenment for the rural areas English teaching.