On the junior high school English teaching cooperative learning _ Model of network

Write papers Net: [Paper Keywords] cooperative learning partnership model junior high school English teaching construction

[Abstract] <<English curriculum standards>> contents of the cooperative learning as a standard, its main purpose is to focus on learning from the past emphasis on student learning to cooperative learning into a single, passive acceptance of knowledge from the student to take the initiative to acquire knowledge transformation. Cooperation learning is teaching an important goal to be achieved, but also present new basic education curriculum reform advocated by the new way of learning one of the writer's English teaching in junior high school model of cooperation, put forward their own ideas.
<<English curriculum standards>> that 'the teaching of English and emotional education combine to promote cooperative learning, students learn to transform from a passive acceptance of knowledge students acquire knowledge to take the initiative to transform, in order to guide students to actively participate, willing to explore the real students ability to use English. In order to better adapt to the <<English curriculum standards>> and the need for new materials to better enable students to experience the fun of cooperative learning, cooperative learning strategies to learn, comprehend ideas and spirit of cooperative learning In our daily English teaching, as first-line teachers, I have been thinking, cooperative learning has been on the teaching of English in secondary schools in the application to do an active exploration, put forward his view that the construction is conducive to teaching mode.

First, the significance of cooperative learning

Cooperative learning is the rise of the 1970s in the United States a system of teaching theories and strategies which the teaching of interpersonal cooperation and interaction as the basic features, refer to students in the group or team in order to complete a common task, there is a clear division of responsibilities for mutual learning. is a cooperative learning model is to explore and try teaching it in secondary school English teaching is to implement the new curriculum needs, but also to develop students ability to cooperate and the need for innovative thinking, it is a new teaching philosophy is to enable students to move up the idea. cooperative learning is different from the classes of competition for teaching, it makes competitive environment to a collaborative environment, to develop students ability to cooperate with others, but also to make the classroom with a relaxed, harmonious and democratic atmosphere. This learning environment can effectively stimulate the enthusiasm of students to actively participate in practice, develop their sense of participation, in particular, can eliminate the timid or those who have an inferiority complex character of the psychological barriers for students so that they enjoy the joy of success, re- pick up the lost self-confidence, achieve the purpose of teaching for all students.

Second, the junior high school English learning partnership model to build

1 Co-operative learning model to build the same table

At the same table work together to mutual learning between the typical form of cooperative learning is at the same table as the same table, often with two people, very familiar with each other, exchange and interaction and is very convenient in English teaching, teachers should advocate at the same table of mutual assistance between cooperative learning, and teach some basic methods: mutual silent words, each recite, cooperation and dialogue, etc. For example, in teaching JEFC Book 1A a lot of everyday communication language, each class starts in 3 to 5 minute training 'oral exercises', at the same table with the English on their name, age, class, hobbies and other topics of free conversation, because real communication, enthusiastic students. at the same table with each other to practice exercises can increase opportunities to develop each student to develop goals.

(2) to build models of cooperative learning groups

Cooperative learning groups can generally be divided based on the age, sex, language learning, English language knowledge and language skills can be taken into homogeneous (ie, the same traits were divided into one group) or heterogeneous division (ie differences in characteristics of those classified as a group), the functions from cooperative learning point of view, the ideal is the 'group heterogeneity, group homogeneity' of the division, which allows a good degree of difficulty of a larger group to complete the task, so the extent of poor The team completed the task less difficult. also the relationship between the student mix by the students themselves in cooperative learning groups, teachers should ensure that each group can effectively complete the task, people who are actively involved, for example, in Teaching JEFC Book 2A L102, because the text is about the Titanic, so before class allow students to freely mix divided into six groups, ask them to go on the Titanic, and then each make a report, results on the Titanic ship, on the Titanic hit the iceberg, but also about moving on in the story of the Titanic, the contents of each group is different, not only the students through expanded cooperation and exchange of knowledge, and clear text in the background story, better understand the to Miss Evens self-sacrificing quality.

3 staff and students to build cooperative learning model

Staff and students is cooperative learning between teachers and classmates to form a good partnership to carry out teaching activities, it co-teaching classes full of objects, emphasizes student-teacher cooperation, Chow Sang Sang cooperation, teacher teacher cooperation, and the full participation and cooperation of the teaching process, such as every month I will ask each student to their class inside and outside the paradox encountered, problems such as compilation, co-authored an English paper, each phase group in turn, help teachers out of good questions, then teachers will be issued to the questions a student's individual learning exchanges on the basis of class discussion, to solve a variety of 'incurable diseases.' It is worth mentioning that the questions in the back of each channel marked with the students the best name, students feel very proud, better promote their passion for learning. Again, the cooperation of teachers and students a monthly tabloid in English, set up in class writing groups, art groups, etc., to participate in the formation of life and life between the teacher interaction between students, to fully tap and develop the students a strong suit. Links to free download http://eng.hi138.com

Third, the junior high school English teaching model construction

1 listen to the cooperative learning model construction

Study group of four people in a homogeneous group composition, personality differences between members of a smaller, but allow each group the task of learning, learning time is different, and there is flexibility do the following: four teachers for each group take turns when the head of the hearing by the head of the reading material, ask questions, three members will write the answer on this in training, and then discuss the sharing, analysis, causes of the errors, head of the answer to the team members to assess the situation, stated material type and hearing assessment. feedback to the teacher every Friday alone, according to members of the listening material type and the actual level of learning ability may be the teacher of the hearing panel then pumping reading materials, proposals, and select a few typical materials , so that students listening training class every Friday teachers access to group cooperation and timely feedback from the event due to time constraints, ease of operation, students willing to cooperate, to stimulate interest in active participation, to enjoy a successful learning experience .

(2) that the cooperative learning model construction

In the English classroom teaching, that generally refers to the form of dialogue in the dialogue process, according to the conversation so that students act as different roles for reading, recitation, eugenics led poor students, and on this basis, the group co-wrote and performed for example, ask for directions in teaching, shopping, see a doctor, call the other conversation, can take this way, and students are very fond of this way, the effect is also very good.

3 Read the cooperative learning model construction

Characteristics of new materials incorporated into the reading material is a lot of discussion questions, the purpose is to ask teachers in teaching students to fully let go and allow the discussion, cooperative learning effectively, reduce unnecessary lecture time teachers, teachers can allow students to independently preview text, to find the text of the key, difficult and doubtful. the classroom so that students in the group exchange gains prep, problems and learning methods; team members to discuss problems and to prepare the class content of the exchanges, for example, in teaching JEFC Book 3A L46, the subject of the universe and satellites, such science articles for students, more abstract and difficult, but students interested in this is quite curious, especially the boys, I ask the members to use extra time to separately access to information and mutual discussion as a result, the seemingly difficult to understand the complex knowledge of the discussion through the exchange of students all at once to understand and improve the students ability to learn independently.

IV Conclusion

Cooperative learning model fully reflects the teacher-led, student-centered teaching principles, to the establishment of a new type of teacher-student relationship while highlighting the language of the application of cooperative learning, emphasis on practical language acquisition and language skills. Attention to communication team to , emphasis on student interaction, collaboration among students, mutual learning, coordination and quality of competition has been training, help students good psychological quality, mobility and play the enthusiasm of the students, improve students' English communication skills, to solve individual differences, reduce polarization, improve the quality of teaching high school English.

References:

[1] Chen Lin, Wang Qiang, Cheng Xiaotang. English curriculum standards for reading [M]. Beijing Normal University Press, 2002.

[2] Anping the new curriculum ideas and junior high school English curriculum reform [M]. Northeast Normal University Press, 2002.

[3] Wang Jian. In the form of cooperative learning, and problems of real reflection [J]. Curriculum ? teaching ? teaching, 2004, (8) Links to free download http://eng.hi138.com

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