Research On The Problems Of Group Cooperative Learning And Their Solutions In English Classroom Teaching In Secondary Vocational Education

In the 1970 s,the concept of cooperative learning was first put forward by a famous American educator David Koonts.In order to establish a unit group for the common learning goal,students' academic performance,personal quality,social skills and social emotion can be improved by strengthening the mutual cooperation and communication among the group members.For the teaching of English in Secondary Vocational schools,group cooperative learning can not only contribute to the English classroom teaching,but also meet the needs of vocational education for talent cultivation.Secondary vocational students focus on learning professional skills,and English is not the main course in their daily learning process,and the students' English ability is often weak as well.In order to make some improvements,this paper studies the implementation of effective and reasonable group cooperative learning methods in the English classroom teaching of secondary vocational students,so as to improve their English level,application ability and personal quality.The author read a lot of related literature,made an in-depth investigation and interviews and observations of various English teachers' classroom teaching in NNTC.Group cooperative learning is widely used in English classroom teaching in our school.However,the author found that there are still many problems,for example: Cooperative learning is a mere formality,and it's content and timing are improper;the rules of cooperative learning are unreasonable;the formation of the cooperative group is not scientific and the responsibility of the group members in not clearly defined;the teacher control organization is not in place and the evaluation system is not perfect,etc.The author tries to find out the reasons for the unsatisfactory effect of group cooperation from the two aspects of teachers and students,and meanwhile seek the best solutions.The methods used for the research include literature review,observation,questionnaire and case analysis.The corresponding countermeasures to solve the problems are: deeply understand the nature of cooperation and actively transform the role of teachers;do a good job in cooperative learning design,choose the right content and the right time;set up a scientific cooperation group to clarify the division of responsibilities;cultivate students' sense of cooperation and improve their skills of cooperation;strengthen the guidance of activity regulation and control and deal with emergencies flexibly;establish timely evaluation system and objective evaluation,etc.Each of the above solutions is based on the analysis and research of each specific case,and strives to be documented and evidence-based.