Post on the theory of cooperative learning in English to write papers _ Network

Write papers Network: Abstract: in the English teaching staff emphasize the development of English skills of students, in the case of small hours, only to teach some basic knowledge of English, but also to develop a strong ability to apply this to all the staff are very English teachers challenge. teachers must be based on actual use of teaching methods for students through the collective wisdom of individual consultation set to share and expand knowledge of the way learning - cooperative learning English, students not only to promote a high level of thinking and learning activities, but also can improve students 'sense of self-learning English and self-confidence, enhance their sense of equality, the development of students' sense of cooperation and collaboration is conducive to students learning English to improve efficiency and quality of English teaching.

Keywords: vocational, English, teaching, cooperative learning

As the college enrollment, high school enrollment has risen dramatically, a phenomenon that led to enrollment in secondary vocational schools, a sharp decline in the quality of students, when students enter the school with lower grades, mostly from rural areas, the basis of poor English, lack of confidence in learning English heart, little interest in English class, enthusiasm is not high, and even some students give up learning English in the classroom, teachers pay a lot of hard work though, it is difficult to achieve the desired effect of teaching and learning is often caught in the plight of in In this case, if still using the traditional teaching methods, teaching and learning will only further deepen the conflict. I post in English teaching reform in the practice of trying to co-group collaborative learning using a variety of ways to enhance the English the effectiveness of teaching and fun, thereby effectively improving the quality of English teaching.

Cooperative learning English out of the three errors
"English is equal to cooperative learning groups to discuss" This misunderstanding also mentioned cooperative learning, many teachers think that in a class set aside time to allow students to focus on a particular issue is the cooperative learning group discussions, which is typical of a cooperation form without the cooperation of the real practice. should recognize that cooperation is necessary for the modern spirit of the times, as teachers need to realize that through the teaching of English to enable students in learning, everyone should be helpful and good to help others because helping others while helping yourself, for example, you teach people a new word or phrase, you will learn a new word or phrase twice, only to repeat learning, new words can be stay in your mind. teach students themselves, the experience will be enhanced motivation to learn English, learn English to improve their self-confidence of students, teachers recognize the value of cooperative learning content, teaching in the classroom, it will always reflect the teachers and students, cooperation among students spirit, for example, in the classroom, when a student spell English words wrong, I will simply say "No! Sit down!" I would say "Any ideas?" "Can you think about it again?" "Who can help him / her? "just to truly appreciate the value of cooperative learning, cooperation, awareness can be reflected in the teaching of English in any part of the spirit of cooperation can be seen everywhere.

"English is just a learning cooperative learning rather than learning the content" This Myth has such an understanding ignores the cooperative itself is a learning content, the process of cooperation is a learning process. Cooperation is not only used to complete the learning task, It also combines the interpersonal skills to teach students the function. to learn the language of communication to achieve the ultimate goal, therefore, the interaction of the learner with the surrounding environment is vital. as imparting academic knowledge, must teach students the with others and interpersonal skills so that they truly understand the skills of the exact meaning, for example, in the English classroom teaching, when invited a group of students to complete the English dialogue of the show, when would require the other team members to be good at listening, look to Focus your eyes watching the show group members, do not look around, do not arbitrarily interrupted, do not interrupt other people's speech, and sometimes, if the emotional resonance, you can also use a smile, nodding, clapping and expressed interest in or appreciation, and so on. Such students will be in cooperative learning at the same time, learn an important interpersonal skills - good at listening.

"Cooperative learning in small classes of English teaching in large classes than necessary," the Myth is that many teachers of English in small cooperative learning, it is reasonable to arrange seating, the use of round-table-shaped, horseshoe-shaped rows of seats enable students to meet face to face, will help started teaching, and teaching in large classes because of the higher number is not a reasonable way to the seating arrangements, so the effect will be worse than the small-class teaching of teaching. In fact, this view is incomplete. well, small class teaching is an ideal condition However, we often see in some conditions, an excellent small classroom, members of the group is sitting together, but cooperation is not reflected. Some of the students or companions to sit far away from the team, or sitting in a corner whispering, some are extracurricular books, sleep. Shows that small class teaching is not sufficient to ensure the success of cooperative learning conditions. In contrast, although large class of people multi-site small, but we can at a reasonable premise heterogeneous grouping rows of seats, and achieving cooperative learning English for example, in the English classroom teaching, the way I use group, the students divided To seventy-eight pairs, asking the group members need to sit together for cooperative learning, students turned the front and rear student exchanges, interaction among students to achieve cooperative learning, each group consists of members elected a were strong, responsible, good academic student as team leader, whose main duty is responsible for organizing, leading a group of English co-operation activities, members of the group division of tasks, each member of the panel to ensure equal participation of people person responsible, for example, I taught English in reading the text, the first article is divided into various sections, each group is responsible for completion by the corresponding paragraph of the prep tasks, assign team members by the team leader responsible for the task, were asked to complete a new word recognition knowledge and spelling, new phrases and commonly used expression of cognition and spelling, sentence translation, sentence structure, grammar, sentence and paragraph reading, etc., then each group self-assessment and peer assessment, enhance their cooperation sense of participation, and develop their use of English communicative ability with people. Finally, I then summarize the classroom, the teacher guide for students through their own view, read, heard and other activities, with their knowledge, learning new knowledge increased interest, the teachers explain the less, an increase of student activities, everyone realized through the practice of English self-satisfaction and happiness to acquire knowledge, better cooperation in groups to complete a variety of collaborative learning, classroom teaching of English greatly increased.

In the process of English teaching staff together
The need for and benefits of learning
In English teaching staff need to learn the process of co-operation (1 society. With the global economic integration and deepening social division of labor, social workers need not only skilled and consummate skill, but also a good group atmosphere and spirit of cooperation, (2 students sense of cooperation and lack of social skills. English as a language, is a communication tool. traditional grammar teaching most students learn is the "dumb English", a far cry from the modern English language teaching objectives. vocational students, mostly from poor rural families, their homes and schools without access to social skills training to foster co-awareness and social skills with people, to introduce the concept of cooperative learning in the English teaching staff is very necessary .

In the process of English teaching staff the advantages of cooperative learning (1 can help students overcome language anxiety. Cooperative learning has been able to reduce student anxiety because it changed the classroom structure to create a relaxed learning atmosphere, as positive provide favorable conditions for learning, students try to say, bold and open, not afraid to make a mistake the teacher not only in teaching their students there should be tolerant of language errors, but also to teach students to learn tolerance of others, to protect our students self-esteem and self-confidence, so that students in a pleasant and harmonious atmosphere to learn in English (2 to students of the spirit of cooperation. the language of social and communicative social skills to learning English, learning to become an important part of the teacher in the classroom should be learning social skills as part of the experience to teach students. group cooperative learning to the students to create opportunities for interpersonal communication, students can practice social interaction in English, social skills training. With the gradual internalization of social skills, students will be able to effectively working with others improve academic performance in English and once mastered the social skills, students can benefit from life (3 to enhance the autonomy of student learning over the past, students often over-reliance on teachers to help them solve what should be learned and how learning problems, they just hard to remember everything on the line. group cooperative learning to change this situation, students can become active, positive, self-awareness greatly enhanced learning (4 issues in discourse or explore aspects of learning, students learn through competition and cooperation in time to experience success happiness and collective sense of honor, a sense of achievement to improve English language learning, to stimulate and enhance learning motivation, initiative to promote the development of learning from passive learning to active learning transformation.

Links to free download http://www.hi138.com post English in the specific operation of cooperative learning
Phase I: division (content division 1: Teachers of English teaching in the selection of a suitable length of material, then the material is divided into several parts, for example, teaching an English reading text, the text can be divided into several paragraphs, the teacher can To design a questionnaire for each paragraph, ask students to read the list of concern, such as when a word, phrase, phrases, sentences, tense, commonly used to express other aspects of the task topic. the difficulty is moderate (2 sub-division students groups: two groups of students can be the first time is the class into groups of 7 to 8, called the cooperation group for the second time is received by the cooperative group composed of the same task temporary student group, known as the expert If class size is larger, by two expert groups to discuss the task with a theme, or a cooperative group elected two representatives to discuss the task with a subject expert groups are 7 to 8 the number of the best around. Phase II: study and research (1 each cooperative group task of the same general theme, but each group member within the different sub-tasks, for example, with an English sentence, assigned to the task group members are different, respectively complete word, phrase, phrases, sentences, tense, and so commonly used to express the theme of the task in the distribution of tasks, can be randomly assigned by the team, but also by students in consultation within the group, also selected by teachers to participate in each student assigned tasks, the responsible sub-tasks assigned to study (2 in each group received the same composition of the corresponding sub-task group of experts to discuss and distribute the questionnaire and outline for each sub-task group of experts started to actively discussion and consultation, the group members to fully exchange views and ideas to ensure everyone understood the entire contents of the specified information.

Phase III: integration of once each sub-panel members have mastered the task, the group to dissolve itself, individual return to cooperation group in co-operation group, each member is to teach others what they have learned the content taught and understand others content into the learning sub-tasks complete by the whole group of students makes up the total task, for example, is an English sentence in which the same word, and cooperation through expert groups can learn together from the pronunciation, spelling, meaning and part of speech, etc. integration, to achieve a complete understanding of this word.

Phase IV: Comprehensive evaluation of the author's activities in each unit class, students are asked as a team to complete the task, it will guide the students to group self-evaluation and mutual evaluation, sometimes the group and between groups of mutual evaluation and the results of these evaluations and timely feedback to students to enable students to understand their group's learning and stimulate students' motivation, they can adjust learning strategies, will translate into the practical application of knowledge of English ability.

It can be seen, through the English cooperative learning, vocational students to complete their task when they play the greatest enthusiasm and creativity, and fully reflects the personality development and cooperative learning, but also reflects the role of individual and collective value. No need to complete each task their own practice, the practical application of English naturally reflected in them. This cooperative learning approach for students of innovation and practical ability to provide the world, so the idea of ​​quality Education is reflected in the English learning process among which is why, in English class, active classroom atmosphere, most of the students active, easy to work with teacher-student relationship harmonious, harmony, democracy and equality, and greatly enhance students' learning ability, interpersonal skills and cooperation awareness have been enhanced to improve the quality of vocational students and teachers of English teaching quality.

References:
[1] Yin Li to the modern Education theory [M]. Beijing: Beijing Normal University Press, 1988.

[2] and in the chapter. Foreign Language Education [M]. Shanghai: Shanghai Foreign Language Education Press, 1993.

[3] Wen Qiufang. Language Learning Strategies [M]. Shanghai: Shanghai Foreign Language Education Press, 1995. Links to free download http://www.hi138.com