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1、AresearchofcooperativelearningstrategiesinEnglishclasses Ⅰ.Introduction 1.1.SomeaspectsinCooperativelearning Duringteachingpractice,wehavealreadyenjoyedtheexcitingachievementsformedinthewayofstudents’excellentpsychologicalqualityandtheirsocialskills.AsLiuFu
2、quan,aresearcherinTianjinEducationalandScientificResearchInstituteconcludeinhisfamousworkIntroducingtheCooperativeLearning:Cooperativelearninghasacquiredsatisfactoryachievementswithregardtosomeaspect,thatis,therealtionshipbetweenstudentsandteachersandthepartne
3、rshipbetweenthestudentsandstudents,thedevelopmentofthestudents’intelligenceandtheircreativecognition,thecultivationoftheirpositiveandupwardemotion,theefficiencyoftheindividualtoindividualcommunicationskills,aswellasthecreationoftheharmoniousandcongrousclassroo
4、matmosphere. 1.2.ProblemAnalysis Theclassroomatmosphereisnotactiveanddynamic(有活力的,强有力的）asweexpected.Sometimes,itseemsthatthestudentsjusttookpartintheseactivitiespassivelyandlackmotivationandinterest.Weregardthelackofvitalityasthemajorblocktosuccessfulclassro
5、omlanguageteaching.SincestudentsarenotactivelyinvolvedinclassroomactivitiestouseEnglishforcommunication,languageinputcan’tchangeintolearners’languageintake,whichwillinhibit(阻止;抑制)thedevelopmentoflanguageproficiency. Howeverwealsoexperiencedtheproblemsthatcome
6、upwiththecarryingoutofthecooperativelearning,suchas,thedegradationofthestudentsexaminationresults,thebittercomplaintsreflectingfromstudents’parents,theunbearablepressurefromtheschoolteachingresearchleaders,justtomeafew.Inthefaceofsomanynegativefeedbackscrowdin
7、guponus,canwejustcontributealltheseproblemstotheinefficien-cyoftheChineseexaminationevaluationmechanismorshouldweavoidgoingthroughthedeviousandthornyroadofqualityeducationandreturnthewaybacktoadvocateandfurtherundertakethewrittenexaminationorientededucation?Ma
8、nydoubtsreallycomeupwithmeasoneoftheso-calledexperiencedleaderinourschooladvocatesthatthequalityeducationandthestateoftheartcooperativeteachingmethodologyisjustoneoftheemptyslogans
