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A research of cooperative learning strategies in English classes
Ⅰ.Introduction
1.1. Some aspects in Cooperative learning
During teaching practice, we have already enjoyed the exciting achievements formed in the way of students’excellent psychological quality and their social skills. As Liu Fuquan, a researcher in Tianjin Educational and Scientific Research Institute conclude in his famous work Introducing the Cooperative Learning: Cooperative learning has acquired satisfactory achievements with regard to some aspect, that is, the realtionship between students and teachers and the partnership between the students and students, the development of the students’intelligence and their creative cognition, the cultivation of their positive and upward emotion, the efficiency of the individual to individual communication skills, as well as the creation of the harmonious and congrous classroom atmosphere.
1.2. Problem Analysis
The classroom atmosphere is not active and dynamic(有活力的, 强有力的)as we expected. Sometimes, it seems that the students just took part in these activities passively and lack motivation and interest. We regard the lack of vitality as the major block to successful classroom language teaching. Since students are not actively involved in classroom activities to use English for communication, language input can’t change into learners’language intake, which will inhibit(阻止; 抑制)the development of language proficiency.
However we also experienced the problems that come up with the carrying out of the cooperative learning, such as, the degradation of the students examination results, the bitter complaints reflecting from students’parents, the unbearable pressure from the school teaching research leaders, just to me a few. In the face of so many negative feedbacks crowding upon us, can we just contribute all these problems to the inefficien-cy of the Chinese examination evaluation mechanism or should we avoid going through the devious and thorny road of
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