A Research On Junior High School English Teachers' Beliefs And Implementation Of Cooperative Learning

The New Curriculum Standard(2011)advocates "people-oriented" education and student-oriented development.It also emphasizes the transformation of students' learning styles,the change of traditional single and passive accept learning into independent,cooperative and inquiry learning styles to promote teaching and learning.As a teaching strategy,the implementation of cooperative learning in English teaching in junior high schools is the need to implement new curriculum reforms,and it is also the need to cultivate students' cooperative ability and innovative thinking.Under the educational background,advocating cooperation learning in the process of interaction and communication,for the student's self-development,has a great theoretical value and practical significance.In cooperative learning classroom,teachers' guide and help are necessary for students in junior high school.At this period,teachers' teaching beliefs and corresponding teaching behaviors have a great influence on students.Based on this study with cooperative learning,from the teacher's point of view,the author put forward three questions: 1.the status quo of junior high school English teachers' beliefs of cooperative learning;2.the status quo of junior high school English teachers' implementation of cooperative learning;3.the relationship between teacher's beliefs and the implementation of cooperative learning.This paper first analyzes teachers' beliefs and implementation of cooperative learning,and then studys the correlation of teachers' beliefs and implementation of cooperative learning to test whether there is consistency between the two.In Mingyang Experimental Foreign Languages School in Pixian from March to June in 2017,to collected data about teachers' beliefs of cooperative learning,the author invited 20 English teachers to participate in a questionnaire survey and selected randomly 8 teachers to make an interview.And the classroom observation scale was used to record 20 English teachers' performances in the cooperative learning class.The author analyzed the two groups of data respectively and came to the conclusion that teachers have a preliminary understanding about cooperative learning and the real effect of teachers' implementation of cooperative learning is not ideal.Next,through comparing the two groups of data,the author made further analysis about the relationship between teachers' beliefs of cooperative learning and teachers' implementation of cooperative learning,then drew a conclusion: there are some inconsistencies between the two in the beliefs,the basic elements,the focus and the value of cooperative learning.Finally,the author hopes the findings of this paper give teachers some teaching inspiration in the future English teaching and promote the development of teachers and students together.