Cooperative learning on junior high school English teaching strategies

In the English classroom teaching, cooperative learning mainly as teachers and students, the interaction between life and life cooperation cooperative learning allows students to learn a lively, fully show themselves able to speculation in the search for new knowledge, a strong ability to develop inquiry-based learning. Therefore, cooperative learning is an effective teaching strategies, curriculum reform is a major highlight. In order to improve the effectiveness of cooperative learning, in the teaching process with special attention to cooperative learning teaching strategies.

A reasonable formation of study groups
Cooperative learning groups constitute the success of cooperative learning plays a vital role in structured cooperative learning groups is a prerequisite for the success. Cooperative learning group should be "group heterogeneity, homogeneous groups" principle, This helps to carry out cooperation and competition. group heterogeneity, contribute to the group of "advanced" to bring "backward" and achieve common development, homogeneous groups, fair competition between the two groups will help to achieve across the board. teachers can be based on gender, learning ability, interest in learning English and attitude, cooperation, awareness and ability to cooperate and other aspects of the situation, the students carefully divided into groups of 4 to 6 people in well grouped, based on the division of the group members. rotation can be taken, regular rotation, can also be rotated from time to time when the students clear personal responsibility, can play in co-operation to explore the advantages of each other, help each other and promote each other, thereby enhancing the efficiency of learning.

Second, cooperation in the inquiry, to explore the cooperation
Grouping based on co-teaching model to explore the theme of the group activities as a teaching activity, ask students to try to explore knowledge and mutual cooperation, and overall team performance as a basis for evaluation and reward this end, the team members to learn not only their own requires knowledge, but also to care for and help other members of the group to succeed, to improve community awareness of cooperation.

For example, in studying discourse Would you mind keeping your voicedown? When the group discussion with a student model. By a member of the panel to ask questions, so that other students to answer and discuss the correct answer, and then self-evaluation and mutual evaluation because the student's own level of knowledge varies, their questions are not the same, at all levels of students can actively participate and think, makes the students understanding of the text is a step by step in depth. cooperative learning exchanges, collaboration and mutual aid embodied in the head.

Third, give full play to the role of the guidance of teachers coaching
Cooperative learning is an important way of learning, teachers must re-examine the value of cooperative learning, and actively cooperate to create a suitable learning environment for students, always grasp the development of students the main line. The only way to stimulate students' classroom learning enthusiasm, so that students learn actively, learn happily, in competition, cooperation, growth in the inquiry.

The team to explore, the teacher must fully respect the independence of students, guide students in their own way of thinking to think, to explore the knowledge to enable students to learn according to prep the case of self-exploration problem, the teacher tour guide, from the Enlightenment, the role of coordination The teacher can also participate as members of the group panel discussions, communicate with students to discuss, identify the doubt, but also clever coaching, guiding students to explore deep-seated in the team to the introduction of the teacher who is both knowledge and discipline management and the person who is a participant in the learning process and the evaluators. Links to free download http://www.hi138.com Fourth, timely and reasonable assessment
Reported in the group, show the results of exploration, the teacher should give timely comments, and feedback to restructure the group to generate new information, and then promptly presented to the students, teachers, and by the level of the team to make the operation of positive, positive evaluation, students can strengthen the collective concept of cohesion activities, teachers in the group's collective results of evaluation and recognition, more should be used such as "the best play of your team!" "the most detailed report of your team!" The statement praised the group and other, so that students feel the learning process not only concerned about their learning, but also pay attention to all the members of their group learning, students need to cooperate in order to stimulate and strengthen cooperation motivation.

Fifth, to explore co-operation extends from curricular to extra-curricular
In the cooperative learning process, there is not enough classroom time may be the case, teachers can guide students with problems to continue cooperation in the class to explore the same time, you can focus on textbook knowledge, students in extra-curricular organization to carry out a number of open language activities, as much as possible to provide students the opportunity to apply knowledge. the interest in the study of English extends to extra-curricular, encourages students to explore bold, positive practice.

In the discourse Would you mind keeping your voice down? The study, the purpose of teaching is very clear to students what is the etiquette, do little things, make a Civilized man in the street. Extra-curricular activities, students can see around them investigate to some of the unCivilized behavior, and then design written proposal, put forward their own proposals. specially arranged by the results of the study to communicate a lesson in class, the theme of "Civilization and our peers," The event not only to deepen the students text understanding, and training to solve practical problems.

In short, effective cooperative learning groups should be between teachers and students to interact more among themselves, students in the liberal, democratic and harmonious atmosphere of free inquiry learning, fun show, each student has the opportunity to speak, that are easy, willing listener, students in cooperative learning to learn to listen, learn to respect others, know how to humbly accept the views of others, collaborate with each other. This approach will enable students to study competition between individuals into a "group co-operation, competition between the two groups' relationship, the initiative to improve student learning, improve teaching efficiency, but also to promote student collaboration capability. Links to free download http://www.hi138.com