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课堂教学历来呈现的场景:教师讲的眉飞色舞,学生记下满满一本。这种教学模式可以在极少的时间内传授大量的知识,但很容易让学生觉得枯燥乏味,也不利于学生语言运用能力的正真提高,久而久之,消磨了学生的学习热情、兴趣。为了适应新教材“突出语言运用,全面发展个性能力”的特点,就应该改变过去“填鸭式”课堂教学,而采用“合作学习”的模式。本研究旨在了解高中英语教师在课堂教学中使用何种合作学习方式、分组的原则和技巧,以及学生对合作学习的看法。研究者采用观察、访谈和问卷法的方法,从合作学习小组的组织模式,教师在合作学习中的角色以及合作学习评价中要注意的问题等几个方面,对如何开展英语合作学习进行了粗浅的探讨。
Classroom teaching has always presented the scene: the teacher talked about the color, students write down a full book. This teaching mode can impart a great deal of knowledge in a very short time, but it is easy to make students feel dull and boring, but also not conducive to students’ ability to use language is really improved over time, killing the students enthusiasm for learning and interest. In order to adapt to the new teaching material, “emphasize the use of language and develop personality trait”, we should change the past “spoon-fed ” classroom teaching, and adopt “cooperative learning ” mode. The purpose of this study is to understand what types of cooperative learning styles, grouping principles and techniques, and students’ perceptions of cooperative learning that senior English teachers use in classroom teaching. Using observation, interview and questionnaire methods, the researcher conducted a superficial study on how to carry out English cooperative learning from the aspects of the organizational model of cooperative learning group, the role of teachers in cooperative learning and the issues to be noticed in cooperative learning evaluation Discussion.