Group Cooperative Learning in English Class
初中英语教学中小组合作学习的方法初探
初中英语教学中小组合作学习的方法初探1. 引言1.1 研究背景In recent years, there has been a growing interest in the use of small group cooperative learning in the teaching of English in middle schools. This interest has been spurred by research showing that students who engage in cooperative learning tend to have better academic performance, higher motivation, and stronger critical thinking skills.Traditional teacher-centered approaches to teaching English often result in passive learning, where students are merely recipients of information rather than active participants in their own learning. Cooperative learning, on the other hand, encourages students to work together in small groups to solve problems, discuss ideas, and complete tasks. This promotes the development of communication skills, teamwork, and a deeper understanding of the material being studied.Given the benefits of small group cooperative learning, it is important for educators to explore effective methods for incorporating this approach into their English language classrooms. By doing so, teachers can create an engaging anddynamic learning environment where students are actively involved in their own learning and are able to develop the skills they need to succeed academically and beyond.1.2 研究目的The purpose of this study is to explore the methods of small group cooperative learning in teaching English to junior high school students. By examining the definition, significance, methods, implementation strategies, and evaluation methods of small group cooperative learning, we aim to understand how this approach can enhance the learning outcomes of students in the English classroom. Through this exploration, we hope to identify the effectiveness of small group cooperative learning, provide recommendations for its implementation, and consider its future development in the context of junior high school English education. Ultimately, our goal is to contribute to the improvement of English teaching practices and the overall educational experience of students through the use of small group cooperative learning strategies.2. 正文2.1 小组合作学习的定义Small group cooperative learning is a teaching method in which students work together in small groups to achieve a common learning goal. This approach encourages active participation, collaboration, and communication among students, leading to an enhanced learning experience.2.2 小组合作学习的意义Small group cooperative learning is an educational approach that involves students working together in small groups to achieve common learning goals. This method has been widely recognized for its numerous benefits in the field of education.One of the main significances of small group cooperative learning is that it promotes active engagement and participation among students. By working together in small groups, students are encouraged to collaborate, communicate, and share ideas with their peers. This not only enhances their understanding of the material but also improves their critical thinking and problem-solving skills.Furthermore, small group cooperative learning helps in developing students' social skills and teamwork abilities. Through working closely with their peers, students learn how to effectively communicate, listen, and resolve conflicts. Theseinterpersonal skills are crucial for success in both academic and professional settings.In addition, small group cooperative learning fosters a sense of community and belonging among students. By working together towards a common goal, students build trust and camaraderie with their group members, creating a supportive and inclusive learning environment.Overall, small group cooperative learning plays a vital role in enhancing students' academic performance, social skills, and overall learning experience. It promotes collaboration, communication, and critical thinking, preparing students for success in school and beyond.2.3 小组合作学习的方法1.确定小组成员：在开展小组合作学习之前，首先需要确定小组成员。
英语作文合作学习
英语作文合作学习Title: The Benefits of Cooperative Learning in English Writing。
Cooperative learning, an instructional strategy where students work together in small groups to achieve a common goal, has gained increasing attention in the realm of education. Particularly in English writing, collaborative efforts offer numerous benefits that contribute to individual and collective academic growth. In this essay, we will explore the advantages of cooperative learning in English writing and how it fosters a supportive and dynamic learning environment.Firstly, cooperative learning cultivates a sense of community among students. By collaborating with peers, individuals develop interpersonal skills such as communication, teamwork, and conflict resolution. These skills are essential not only in academic settings but also in real-life situations. Through group discussions,brainstorming sessions, and peer feedback, students learn to articulate their ideas effectively and respect diverse perspectives. Consequently, they become more confident and proficient writers who can express themselves with clarity and coherence.Moreover, cooperative learning promotes active engagement and participation. In traditional classroom settings, some students may feel hesitant to voice their opinions or share their writing due to fear of judgment or criticism. However, in a supportive group environment, students are more likely to contribute actively and take risks in their writing. They feel empowered to experiment with different writing techniques and styles, knowing that their peers are there to provide constructive feedback and encouragement. This active involvement enhances their motivation and investment in the writing process, leading to improved academic performance and greater enthusiasm for learning.Additionally, cooperative learning facilitates peer learning and scaffolding. When students collaborate onwriting tasks, they have the opportunity to learn from each other's strengths and weaknesses. For instance, a student who excels in grammar and syntax can offer guidance topeers struggling with language mechanics, while another student with strong analytical skills can help brainstorm ideas and structure arguments. This peer-to-peer support creates a reciprocal learning dynamic where everyonebenefits from each other's expertise. Furthermore, through the process of scaffolding, students gradually build upon their existing knowledge and skills, moving towards greater proficiency in English writing.Furthermore, cooperative learning enhances critical thinking and problem-solving abilities. As students engagein collaborative writing activities, they encounter various challenges and complexities that require creative solutions. Through collaborative problem-solving, students learn to analyze issues from multiple perspectives, think critically about the content and organization of their writing, and make informed decisions to improve their work. This process of cognitive engagement not only strengthens their writing skills but also enhances their overall cognitivedevelopment.Lastly, cooperative learning fosters a sense of accountability and responsibility. In a collaborativewriting group, each member plays a unique role and contributes to the collective success of the team. This shared responsibility encourages students to take ownership of their learning and strive for excellence in their writing. They understand that their individualcontributions impact the group's performance, motivating them to work diligently and support their peers. Moreover, through regular group reflections and self-assessments, students learn to evaluate their progress, set goals for improvement, and take proactive steps to enhance their writing skills.In conclusion, cooperative learning offers numerous benefits for English writing instruction. From fostering a sense of community and active engagement to promoting peer learning and critical thinking, collaborative efforts contribute to a supportive and dynamic learning environment. By harnessing the power of cooperation, educators canempower students to become proficient writers who are capable of expressing themselves effectively and creatively in English.。
The Application of Cooperative Learning in English Reading class
The Application of Cooperative Learning in English Reading class作者：强萍来源：《校园英语·中旬》2016年第06期【Abstract】Cooperative learning is a creative and effective teaching theory and strategy system， in which some teaching methods like Group Investigation and Jigsaw can effectively help the English teaching. It provides more opportunities for students to balance input and output of the English reading learning.【Key words】Cooperative learning； English Reading class； Application1. The necessity of using cooperative learning in reading classIn English reading class， the most important part is text learning. In traditional reading teaching， the teacher always translates the reading text word-by-word from the beginning to the end. While cooperative learning involves the learner-centered characteristics and the focus on cooperative efforts of students. When students learn together in groups， they will share the information and help each other to learn the text.2. The application of cooperative learning in English reading class2.1 Pre-reading stageIn pre-reading stage， students preview the text and make full preparation before they learn together in classroom. The goal of the pre-reading stage is to accumulate vocabulary and background knowledge for the future reading. The students who know grate number of vocabulary and background information； they can read faster and more easily. The teacher asks each group to prepare for the reading. Then， the group members with different tasks under the help of the group leader start to prepare materials and information.Example：Student’s Book 1 Module 5 Nelson Mandela-a modern heroQuestion I. who do you think is a great person？ Give your reason.Question II. Find out the differences between a famous person and a great person.Question III. How many parts can the text are divided into？After the teacher offers the questions， students are divided into several groups to find the answer to the questions and every group selected a reporter and a recorder for their presentation. When the students answer the question II and question III， they discuss each other and the recorder writes down the information and the different answers on the paper. Finally， the teacher choose different group to answer different question. The class atmosphere is very lively and the students are more active than before.The cooperative learning used in pre-reading can help students evaluate what prior knowledge they have being taught and establish their purpose for reading. It shows that the students are able to search for resource materials and that Group Investigation model is effective in finding the background information.2.2 While-reading stageWith the preparation made in pre-reading stage， with the help of the teacher， the students are guided to grasp the whole text entirely in while-reading stage. It is well-known that while-reading is the center of reading comprehension. In while-reading stage， the teacher intends to make the students comprehend the whole text completely， master reading skills and strategies. When a new reading text is learnt，the teacher always asks student representatives to present their groups’ topic before the class. There have several cooperative activities for students to do in the process of reading. Learning with partners makes the activities more interesting and useful. The activities are as follows.Activity one： Students read the text orally to their partners. And then the partners take turns reading each paragraph aloud.Activity two： During partner reading， the students are asked to do some skimming and scanning reading to master the reading content and discuss together to get the main idea of each paragraph.Activity three： Careful reading is for the further comprehension of the texts. The students are given exercises that focus on comprehension of the text. These exercises consists true or false questions， wh-questions and retelling. During the process of careful reading， the teacher will give some explanations，check the team’s answers， point out mistakes， and evaluate the group performance.Example： Student Book 4， Module 2 The Olympic GamesAt first， the teacher divides the class into several groups， each group consisting of six members. Each student is responsible for learning one section of the reading text and presenting the outcomes to the other group members. Students who learn the same section of the reading text get together to form the “expert group”. Then they return to their own cooperative group to teach the other members what they have learned. In order to help the students understand the reading textcomprehensively， the teacher offers some questions about the Olympics Games. The questions are all related to the Olympic Games. The students should grasp the culture and background information of the Olympic Games. Cultural factors are important for students to learn reading text and help students have a right understanding of the text. Therefore， students will be dividing in to small groups and complete the tasks together.Through the cooperative learning， each group member masters one part of the reading text about the Olympic Games in detail. It is very helpful for students to reach an understanding of the whole text. After returning to the original cooperative group， each member is responsible to teach the other members what he or she has grasped by retelling and discussion between the group members. Through this learning method， every student can learn the knowledge and make contributions to the group work.2.3 Post-reading stagePost-reading stage is the expansion of the reading texts. And in post-reading stage， the students are encouraged to connect what they have learnt with their own experiences and knowledge， and then they are asked to write a composition through imitating the texts. Post-reading activities are designed for students to practice output （in forms of discussion and summary）， which are related to the learned text. The post-reading activity like discussion and role-play are involved.Activity one： The teacher gives some topics related to the learning texts and asks students to express their ideas on the topics through discussion. The students learn in groups are allowed to choose one of the topics to discuss together and express themselves freely. At last， they delegate one person to state their agreements and disagreements to the classmates.Activity two： Acting out a real situation is helpful for the cooperative groups to improve their communicative ability. Therefore， role-play is an acceptable activity for student to complete the text learning. Meanwhile， face-to-face interaction and positive interdependence are practiced.Example ：Module 3 in Student’s Book 3 The Million Pound Bank-NoteSuppose a journalist in London heard this incredible story. A millionaire had a meal in a small restaurant. The journalist thought it might make a top article， so he rushed into the small restaurant and interviewed the boss， the hostess and the waiter. Now work in groups of four， and prepare to act out the interview. The students who act as the journalist should prepare some good questions. The students who act as the boss， hostess and waiter should prepare the excellent answers for the questions.Students in groups not only perform the play but also evaluate the other groups’ performances. The teacher designed evaluation criterion and an evaluation sheet， which is in order to choose thebest performance group. Each group was instructed to evaluate the other groups according to the evaluation criteria.Cooperative learning used in post-reading stage helps students deepen their understanding of the content， build further connections and expand their prior knowledge of the subject.3. ConclusionAt present， cooperative learning is popular in many western counties. The cooperative learning also provides a good opportunity to improve students’ relationship and provides an environment for students to do face-to-face interaction. In Cooperative Learning， most students do not afraid to complete the learning tasks alone. While learning in cooperative group， the students may act different roles and they need to communicate with other group members. As a result， their communication skills improve a lot.References：[1]Dansereau，D.F.Cooperative Learning Strategies.Learning and Study Strategies[C].FL：Academic Press，1988.[2]Nie，Shiguang.Cooperative Learning in Developing Reading Skills[M].Beijing：Capital Normal University，2005.[3]蔡慧萍，蔡明德，罗毅.合作学习在英语教学中的应用[M].北京：首都师范大学出版社，2005.[4]张法科，赵婷.合作学习理论在英语阅读教学中的应用[J].外语界.2004，（6）：46-51.。
改进英语教学的方式方法
---------------------------------------------------------------最新资料推荐------------------------------------------------------改进英语教学的方式方法改进英语教学的方式方法当前处于英语课改的时代，然而在目前的英语教学中存在着学困生日益增多，两极分化日趋严重的现象，这与课改相违背。
现阶段在英语教学中正提倡小组合作学习即任务型教学模式，它是一种强调在教学活动中设置一定的任务，让学生带着任务去学习并最终完成任务的教学方法，是以具体的任务为学习目的，把完成任务的过程当作学习过程，以课堂展示来体现教学成果，从而达到以学生为主体，教师为指导，学以致用的目的的一种教学方法。
运用此模式可以使课堂效率提高，还可以提升学生上课的积极性。
为此，笔者想到能否借助此方法来改进英语教学，减少学困生，防止两极分化，从而提高英语成绩呢?经过大量实践，笔者认为必须从以下几个方面做起: Currently in the English curriculum reform era, but in the present English teaching there is a poor student is increasing, more and more serious polarization phenomenon, this conflict with class changes. Promote group cooperative learning in English teaching at present stage the task-based teaching model, it is an emphasis on set certain task in the teaching activities, lets the student with a mission to learn and eventually complete the task of teaching1 / 15method, is a concrete task for learning purposes, the process as a learning process and finish the task in classroom to reflect teaching achievements, so as to achieve take the student as the main body, teacher as a guide, to apply for the purpose of a kind of teaching method. Using this model can make the classroom efficiency, but also can promote the enthusiasm of students in class. To this end, the author thought that can use this method to improve English teaching, reduce the poor student, prevent polarization, so as to improve English? After much practice, the author thought must start from the following aspects: 一、英语成绩差的病根--学生两极分化的产生 A, poor English scores of the root - students polarization 学英语很容易产生两极分化现象，分化现象主要发生在初一下或初二上，发生的原因是多方面的:1。
合作学习英语作文带翻译
合作学习英语作文带翻译Cooperative Learning in English Learning。
Cooperative learning is a teaching method that encourages students to work together in small groups to achieve a common goal. This method has been widely used in English learning, and it has proven to be effective in improving students' language skills. In this essay, I will discuss the benefits of cooperative learning in English learning and provide some examples of how it can be implemented in the classroom.Firstly, cooperative learning can help students improve their communication skills. When students work in groups, they have to communicate with each other to complete tasks. This communication can help them develop their listening, speaking, and writing skills. For example, students can discuss a topic in pairs and then share their ideas with the whole class. This not only improves their speaking skills but also helps them learn new vocabulary and grammarstructures.Secondly, cooperative learning can help students develop critical thinking skills. When students work in groups, they have to analyze information, evaluate ideas, and make decisions. This can help them develop theircritical thinking skills, which are essential for academic success. For example, students can work on a project together and then present their findings to the class. This not only helps them develop their critical thinking skills but also improves their presentation skills.Thirdly, cooperative learning can help students develop social skills. When students work in groups, they have to cooperate with each other, respect each other's opinions, and resolve conflicts. This can help them develop their social skills, which are essential for success in life. For example, students can work on a group project and then reflect on their teamwork skills. This not only helps them develop their social skills but also improves their self-awareness.In conclusion, cooperative learning is a valuable teaching method that can help students improve their communication skills, critical thinking skills, and social skills. Teachers can implement cooperative learning in various ways, such as group discussions, group projects, and peer teaching. By using cooperative learning, teachers can create a positive learning environment where students can learn from each other and achieve their full potential.。
小组合作学习在英语教学中的作用的发言稿
小组合作学习在英语教学中的作用的发言稿Cooperative learning in English teaching plays a crucial role in enhancing students' language acquisition and communication skills. By working in groups, students have the opportunity to interact with peers, share ideas, and practice using English in authentic, meaningful tasks. This fosters a supportive and collaborative learning environment where students can learn from each other and build their confidence in using English.One of the key benefits of cooperative learning in English teaching is the promotion of active engagement and participation. When students work in groups, they are more likely to be actively involved in the learning process as they have the chance to contribute to discussions, problem-solving activities, and projects. This active participationhelps to create a dynamic and stimulating learning environment that is conducive to language learning.Moreover, cooperative learning provides students with the opportunity to develop their communication skills in English. Through collaborative tasks and projects, students are able to practice speaking and listening in English, which are essential language skills. They can engage in meaningful conversations, negotiate meaning, and express their thoughts and opinions in a supportive and non-threatening setting. This type of authentic language practice is invaluable for students as it helps them become more fluent and confident in using English for communication.Another important aspect of cooperative learning in English teaching is its ability to promote critical thinking and problem-solving skills. When students work in groups, they are often faced with tasks that require them to think critically, analyze information, and come up with creativesolutions. This type of cognitive engagement is beneficialfor students as it helps them develop their ability to think independently, make decisions, and solve problems, all of which are essential skills for language learners.In addition, cooperative learning in English teaching can help to develop students' intercultural competence. By working in diverse groups, students have the opportunity to interact with peers from different cultural backgrounds, which can lead to valuable cross-cultural exchanges. This exposure to diverse perspectives and experiences can help students develop a greater understanding and appreciation of cultural diversity, as well as the ability to communicate and collaborate effectively across cultures.Furthermore, cooperative learning can contribute to the development of social skills and emotional intelligence in students. When students work in groups, they have to learn to collaborate, communicate, and resolve conflicts effectively,all of which are important social and emotional skills. By working with others, students can also develop empathy, perspective-taking, and the ability to work cooperativelywith others, all of which are important life skills that are valuable beyond the language classroom.In conclusion, cooperative learning plays a vital role in English teaching as it provides numerous benefits for students. It promotes active engagement and participation, enhances communication skills, fosters critical thinking and problem-solving, develops intercultural competence, and contributes to the development of social and emotional skills. Therefore, incorporating cooperative learning activities in English teaching is essential for creating a rich andeffective learning environment that supports students' language learning and overall development.。
小组合作制 英语课堂教学
小组合作制英语课堂教学Collaborative Learning in English Classroom Instruction Collaborative learning, also known as cooperative learning, has emerged as a highly effective teaching approach in English classrooms. This method encourages students to work together in small groups to achieve a common learning goal, fostering a positive learning environment where students can share ideas, discuss concepts, and learn from each other. In this article, we will explore the benefits of implementing a collaborative learning model in English classroom instruction, as well as strategies for successfully integrating it into the teaching process.Firstly, collaborative learning promotes active participation and engagement among students. In atraditional classroom setting, students often passively receive information from the teacher, with limited opportunities for active participation. However, in a collaborative learning environment, students are actively involved in the learning process, discussing ideas, solving problems, and applying their knowledge to practical tasks.This active participation not only enhances students' understanding of the material but also improves their retention and ability to apply knowledge in real-world situations.Secondly, collaborative learning fosters a sense of community and belonging in the classroom. When students work together in groups, they develop a sense of shared purpose and responsibility, which can enhance their motivation and commitment to learning. Additionally, this approach allows students to learn from each other's strengths and weaknesses, fostering a culture of mutual support and respect. This positive classroom atmosphere can lead to improved student morale and increased motivation to engage in learning activities.To successfully implement collaborative learning in an English classroom, teachers should follow several key strategies. Firstly, it is crucial to carefully select group members based on their abilities, interests, and learning styles. This ensures that each group has a diverse range of perspectives and skills, enabling them to work effectively together. Secondly, teachers should provideclear instructions and guidelines for group work, ensuring that students understand their roles and responsibilities within the group. This helps to prevent confusion and ensures that groups can work efficiently towards their common goal.Furthermore, teachers should encourage open communication and positive feedback within groups. This can be achieved by facilitating group discussions, asking probing questions, and providing constructive feedback on students' work. By fostering a culture of open communication, teachers can help students develop their critical thinking and problem-solving skills, while also enhancing their ability to collaborate effectively.It is also important for teachers to monitor group progress and provide timely intervention when necessary. This involves checking in with groups regularly, assessing their progress, and providing additional guidance or resources when needed. By closely monitoring group work, teachers can ensure that students are making progress towards their learning goals and address any challenges or difficulties they may encounter.In conclusion, collaborative learning is a powerfultool for enhancing English classroom instruction. By fostering active participation, promoting a sense of community, and encouraging open communication and feedback, this approach can significantly improve students' engagement, motivation, and learning outcomes. Teachers who successfully integrate collaborative learning into their teaching practices will find that their students are more engaged, more motivated, and more successful in their English language learning.。
英语小组合作学习方式 存在的问题及应对措施
英语小组合作学习方式存在的问题及应对措施【摘要】英语小组合作学习方式是一种常见的学习方式，但存在一些问题。
学习动机不同导致合作效果不佳；缺乏有效沟通和协调机制；学习任务分配不均衡；还有，缺乏组织管理和监督。
针对这些问题，可以采取以下措施来解决：设立明确的学习目标和奖惩机制；建立畅通的沟通渠道和协调机制；合理安排学习任务和制定明确的分工计划；建立有效的组织管理和监督机制。
尽管小组合作学习存在问题，但通过有效的措施可以改善和解决这些问题，为学生提供更好的学习体验。
【关键词】英语小组合作学习方式、问题、应对措施、学习动机、沟通、协调、任务分配、组织管理、监督、学习目标、奖惩机制、分工计划、结论、改善。
1. 引言1.1 背景介绍小组合作学习是当今英语教育中一种普遍采用的学习方式，通过小组合作学习可以促进学生之间的互动与合作，提高学习效果。
在实际应用过程中，小组合作学习方式也存在一些问题需要解决和改进。
对于学生来说，学习动机不同可能导致合作效果不佳，缺乏有效沟通和协调机制也会影响学习效果。
学习任务分配不均衡、缺乏组织管理和监督等问题也时常出现。
针对这些问题，我们需要采取一些有效的措施来加以解决和改善，以提高小组合作学习方式的效果和效率。
1.2 研究目的Overall, the research objective is to improve the overall quality of English group cooperative learning by addressing the challenges and obstacles that hinder its success. By understanding the root causes of these problems and implementing targeted measures, we hope to create a more conducive learning environment for students to collaborate, communicate, and achieve better outcomes in their English language learning.2. 正文2.1 学习动机不同导致合作效果不佳Problem: Different learning motivations lead to poor cooperation performanceOne common issue in English group cooperation learning is that students may have different learning motivations, which can result in poor cooperation performance. Some students may be highly motivated and enthusiastic about the learning task, while others may lack interest or motivation. This discrepancy in motivation levels can lead to unequal participation andcontribution within the group, hindering the overall effectiveness of the cooperative learning process.2.2 缺乏有效沟通和协调机制缺乏有效沟通和协调机制是英语小组合作学习方式存在的一个重要问题。
【精品原创资料】小组合作学习 Cooperative Learning Group 英语专业作业
Cooperative learning
is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.
No. 3
increase students’ retention
enhance students’ satisfaction with their learning experience
LOGO
Benefits of Coorperative Learning
No. 4
No. 5
No. 6
develop students' social skills
help to promote student selfesteem & positive race relations
Coorperative Learning
小学英语课堂中小组合作学习的研究
小学英语课堂中小组合作学习的研究1. 引言1.1 研究背景Moreover, in today's fast-paced and rapidly changing world, the ability to work effectively in teams is a crucial skill that students need to acquire. Group cooperation learning provides students with valuable experience in working collaboratively, which will benefit them in their future academic and professional pursuits.1.2 研究目的Ultimately, the goal of this study is to enhance the quality of English instruction in elementary schools by highlighting the importance of collaborative learning and its positive impact on student learning outcomes. By shedding light on the benefits of small group cooperative learning, we hope to inspire teachers to incorporate more interactive and student-centered activities in their classrooms, leading to a more engaging and effective learning environment for all students.1.3 研究意义The significance of research on small group cooperative learning in primary school English classrooms lies in its potential to enhance students' language acquisition and communication skills. By engaging students in collaborative activities, such as group discussions, role plays, and projects, small group cooperative learning can provide opportunities for students to practice speaking, listening, reading, and writing in a meaningful context. This not only helps students improve their language proficiency but also fosters critical thinking, problem-solving, and teamwork skills.2. 正文2.1 小组合作学习的定义Small group cooperative learning is different from traditional individual learning in that it emphasizes the importance of social interaction and peer support in the learning process. Students in small groups are encouraged to share ideas, ask questions, and help each other understand concepts. This promotes a sense of community and belonging in the classroom, leading to a more engaging and meaningful learning experience for students.2.2 小组合作学习的优势1. 促进学生社交能力的发展：小组合作学习使学生有机会与同学合作、交流和互动，促进了他们的社交能力的发展。
小组学习是最有效率的方法的英语作文
小组学习是最有效率的方法的英语作文In my opinion, the mode of "group cooperative learning" can not only make the language communication between teachers and students more effective; But also can cultivate students' sense of cooperation, team spirit, and then promote students to form a good psychological quality. The following is my specific practice in the process of several harvest, here with you to discuss.First, group cooperative learning can highlight the main status of students, cultivate the awareness of active participation, stimulate students' creative potential After the assignment of learning tasks, work together according to their respective abilities and expertise.Second, group cooperative learning approach to strengthen the students about their sense of responsibility, and concern for their peer learning progress in traditional English class, relationship between teachers and students for teaching way too inflexible, teaching atmosphere too depressing, and therefore easy to make students produce too much unnecessary tension and anxiety and conducive to learningIn cooperation * in English teaching, the teacher in the after arrangement of the task, usually move back and forthbetween the teams, to attend (view), guidance, help or correct, the learning atmosphere is relaxed, lively and solidarity, and is helpful for students to complete tasks assigned by the teacher, is advantageous to the effective communication between teachers and students, help students to know each other, It is helpful for students to help, support and encourage each other, thus facilitating the establishment of their intimate and harmonious interpersonal relationship. Then develop cooperation ability and team spirit.Third, group cooperative learning can provide students with a more relaxed and non-threatening environment, students do not have to worry about making mistakesCooperation * of classroom teaching, the interaction between teachers and students, students and students is a multilateral, students have more opportunities to give air to her comments, and students can make full use of their own creation thinking, forming different * of the same problem, the students' learning environment more loose, the independent play to a broader space, in addition, in the team cooperation teaching, Meaningful oral communication between peers stimulates students' English learning motivation, improves their interest in learning, stimulates their awareness ofparticipation by meeting their various internal needs, and enables them to get a pleasant emotional experience in participating in learning activities.In short, students use cooperative learning approach to learning, its foothold is not to deny our teaching tradition, but a supplement to traditional teaching, improvement, and improve the teaching status quo, change the traditional teaching system respectively between one-way or two-way communication mode, form the teachers and students, between students and students all-round, multi-level and multi-angle mode of communication, Put everyone in the group have the opportunity to publish their views and opinions, also willing to listen to the opinions of others, to make the students feel learning is a happy thing, so as to meet the psychological needs of students, and fully develop the students' emotional resources, promote the development of students' intelligence factors and non-intelligence factors *, eventually reach to make the students learn, will learn, academic goal, Thus, the teaching quality is improved effectively.。
英语合作学习好处的作文
英语合作学习好处的作文Cooperative learning is a teaching method that involves students working together in small groups to achieve a common goal. This approach has gained popularity in recent years due to its numerous benefits for students. In this essay, we will explore the advantages of cooperative learning in the context of English language learning.Firstly, cooperative learning promotes active student engagement. When students work together in groups, they are actively participating in the learning process. This is in contrast to traditional teaching methods where students are passive recipients of information. By actively engaging in discussions, debates, and collaborative projects, students are more likely to retain and apply what they have learned.Secondly, cooperative learning enhances communication skills. In an English language learning setting, communication is key. By working in groups, students have more opportunities to practice speaking and listening inEnglish. They can engage in conversations, share ideas, and provide feedback to one another. This constant interaction helps improve their fluency and accuracy in the language.Moreover, cooperative learning fosters a supportive learning environment. In a traditional classroom, some students may feel hesitant or anxious about speaking up or asking questions. However, in a cooperative learning setting, students feel more comfortable expressing themselves as they are surrounded by their peers. They can seek help from their group members and receive immediate feedback. This supportive environment boosts their confidence and encourages them to take risks in their language learning journey.Furthermore, cooperative learning develops critical thinking and problem-solving skills. In group settings, students are often faced with complex tasks and challenges that require them to think critically and find solutions collaboratively. They learn to analyze information, evaluate different perspectives, and make informed decisions. These skills are not only crucial for languagelearning but also essential for their future academic and professional endeavors.Additionally, cooperative learning promotes cultural understanding and empathy. In an increasingly globalized world, it is essential for students to developintercultural competence. By working with peers from diverse backgrounds, students gain exposure to different perspectives, beliefs, and values. They learn to appreciate and respect cultural differences, which enhances their ability to communicate and interact effectively with people from various cultures.Moreover, cooperative learning encourages teamwork and collaboration. In today's interconnected world, the ability to work collaboratively is highly valued. By working in groups, students learn to listen to others, share responsibilities, and work towards a common goal. They develop essential teamwork skills such as leadership, cooperation, and conflict resolution. These skills are not only beneficial in the classroom but also in their future professional lives.Furthermore, cooperative learning improves academic achievement. Numerous studies have shown that students who engage in cooperative learning outperform those who learn individually. When students work together, they can pool their knowledge, skills, and resources to solve problems and accomplish tasks more effectively. They can also provide each other with immediate feedback, which helps identify and address areas of improvement. This collaborative learning approach leads to higher levels of understanding and retention of knowledge.In conclusion, cooperative learning offers numerous benefits for English language learners. It promotes active student engagement, enhances communication skills, fosters a supportive learning environment, develops critical thinking and problem-solving skills, promotes cultural understanding and empathy, encourages teamwork and collaboration, and improves academic achievement. By implementing cooperative learning strategies in the English language classroom, educators can create a dynamic and inclusive learning environment that empowers students tobecome proficient English speakers and effective communicators.。
英语小组合作学习方式 存在的问题及应对措施
英语小组合作学习方式存在的问题及应对措施1. 引言1.1 背景介绍English group cooperative learning is a popular teaching method that promotes collaboration, critical thinking, and communication skills among students. However, there are several challenges that students may face when working in groups. One common issue is that students may lack a strong sense of cooperation, leading to conflicts and disagreements within the group. Additionally, communication problems can arise when students have difficulty expressing their ideas or understanding each other's perspectives. Another challenge is the ambiguity of roles within the group, which can result in confusion and inefficiency. Furthermore, students may struggle with time management, causing delays in completing group tasks.1.2 研究目的Specifically, the research objectives include:1. Investigating the lack of awareness of the importance of cooperation among students. Many students may not fullyunderstand the benefits of working together in a group setting and may prioritize individual efforts over collaborative work.2. 正文2.1 学生合作意识不强Students' lack of cooperation awareness is a common issue in English group learning. Many students may prefer to work alone or lack the skills to effectively collaborate with others. This can hinder the overall progress and success of the group.2.2 沟通问题Communication issues can often arise in English group cooperative learning. This can include misunderstandings, lack of clarity, or simply not being able to effectively convey ideas or information to one another. These communication problems can hinder the overall success of the group and make it difficult to work together effectively.2.3 角色不明确One common problem in English group cooperative learning is the issue of unclear roles within the group. When roles are not clearly defined, it can lead to confusion, conflicts, and inefficiency in the group work. Students may not know what isexpected of them or may step on each other's toes, causing tension within the group.2.4 时间管理困难Time management difficulties are a common issue in English group cooperative learning. Many students struggle to balance their academic responsibilities with other commitments, leading to delays in completing group tasks and affecting the overall effectiveness of the collaboration.2.5 应对措施1. 加强合作意识培养：学校可以组织一些团队建设活动，让学生通过合作来增进彼此间的了解和信任，激发合作意识。
在学习中合作英文作文
在学习中合作英文作文英文回答:Cooperative learning is an effective method of learning that allows students to work together in groups to achieve a common goal. It promotes active engagement, critical thinking, and problem-solving skills. Additionally, it enhances communication and interpersonal skills, as students learn to collaborate and share ideas with their peers.For example, in my English class, we often engage in cooperative learning activities such as group discussions, debates, and group projects. These activities not only improve our language skills but also foster teamwork and cooperation. By working together, we can brainstorm ideas, support each other, and learn from one another's perspectives.Moreover, cooperative learning helps to create apositive and inclusive learning environment. It encourages students to appreciate and respect the diversity of opinions and backgrounds within the group. This fosters a sense of belonging and encourages active participation from all members.Overall, cooperative learning is a valuable approach that promotes both academic and social growth. By working collaboratively, students can develop essential skills that will benefit them in their academic and professional lives.中文回答：合作学习是一种有效的学习方法，可以让学生在小组中共同努力实现共同的目标。
英语作文英语课堂使用合作式学习方法英文
英语作文英语课堂使用合作式学习方法英文Cooperative learning is an effective teaching method that involves students working together in small groups to achieve a common goal. It has been widely used in English classrooms to enhance students' language learning experience and improve their communication skills. This essay will explore the benefits of using cooperative learning in English classrooms and provide practical strategies for implementing this method effectively.One of the main benefits of cooperative learning in English classrooms is that it promotes a sense of teamwork and collaboration among students. By working together on tasks and projects, students learn to communicate effectively, share ideas, and support each other's learning. This collaborative approach can help students build their confidence, develop their social skills, and foster a positive learning environment in the classroom.Furthermore, cooperative learning encourages active participation and engagement from students. When working in groups, students are more likely to be actively involved in discussions, brainstorming sessions, and problem-solving activities. This hands-on approach to learning can help studentsdeepen their understanding of English language concepts and improve their critical thinking skills.In addition, cooperative learning can cater to different learning styles and abilities within the classroom. By working in diverse groups, students have the opportunity to learn from their peers, receive support and guidance from their classmates, and develop a greater sense of empathy and understanding towards others. This inclusive approach to learning can help create a more supportive and inclusive learning environment for all students.To effectively implement cooperative learning in English classrooms, teachers can use a variety of strategies and techniques. One common method is to assign group projects or tasks that require students to work together to achieve a common goal. Teachers can also provide guidelines, instructions, and resources to help students collaborate effectively and stay on track.Another effective strategy is to assign specific roles and responsibilities to each group member. By assigning roles such as leader, timekeeper, note-taker, and presenter, students can develop important skills such as leadership, time management, and communication. This structured approach to group work canhelp ensure that all students are actively involved and contribute to the group's success.Furthermore, teachers can facilitate group discussions, monitor students' progress, and provide feedback and support as needed. By actively participating in the cooperative learning process, teachers can help guide students, answer questions, and address any challenges or concerns that may arise during group work.In conclusion, cooperative learning is a valuable teaching method that can enhance students' language learning experience and improve their communication skills in English classrooms. By promoting teamwork, collaboration, active participation, and inclusivity, cooperative learning can help students develop important skills, build confidence, and create a positive learning environment. With the right strategies and support from teachers, students can benefit greatly from the cooperative learning approach and achieve success in their English language learning journey.。
关于小组合作学习英语作文
关于小组合作学习英语作文英文回答：Cooperative learning in a group setting is a fantastic way to improve English skills. Not only does it provide opportunities for practicing speaking and listening, but it also allows for collaboration and teamwork. I have personally experienced the benefits of group cooperation in learning English.For example, in one of my English classes, we were assigned a group project to create a presentation on a specific topic. Each member of the group had to research and contribute information, and then we had to work together to create a cohesive presentation. Through this process, we were able to practice our speaking skills by presenting in front of the class, as well as improve our listening skills by actively engaging with our group members during discussions.Furthermore, working in a group allowed us to learnfrom each other's strengths and weaknesses. For instance, one of my group members was particularly good at grammarand vocabulary, so she was able to help the rest of us improve in those areas. On the other hand, another group member was great at pronunciation and intonation, so we all benefited from her expertise.Overall, group cooperation in learning English not only helps to improve language skills, but it also fosters a sense of community and support among classmates. I have found that working together towards a common goal not only makes the learning process more enjoyable, but also more effective.中文回答：小组合作学习英语是提高英语技能的绝佳方式。
小组合作学习”调查问卷(教师)
小组合作学习”调查问卷(教师)XXX System for the Effective Approach of "Group Cooperative Learning" in English Classroom TeachingDear XXX。
XXX "group cooperative learning" in our school。
as well as the understanding and XXX "group cooperative learning"。
XXX is for research purposes only。
and there are no right or wrong answers to the ns (for multiple choice ns。
please select only one n)。
Please fill in truthfully。
Thank you!1.Do you organize students to engage in "group cooperative learning" in classroom teaching?A。
XXX C。
Not very often D。
Never2.(If you answered C or D to the us n。
XXX) What is the reason why you do not organize or rarely organize "group cooperative learning"?A。
XXX time in class B。
Worried that students will not be able to cooperate and learnC。
XXX do not like it E。
小组合作学习在中医院校英语教学中的应用
90科技资讯 SCIENCE & TECHNOLOGY INFORMATION①课题来源：本文为吉林省卫生与健康管理模式革新项目2018年度立项课题《医学院校非英语专业学生英语学习动机调查与研究》（课题编号：2018G016）的阶段性成果。
作者简介：闫启盈(1989，3—)，女，汉族，吉林长春人，硕士研究生，讲师，研究方向：英语教学。
DOI：10.16661/ki.1672-3791.2001-5500-0500小组合作学习在中医院校英语教学中的应用①闫启盈(长春中医药大学 吉林长春 130117)摘 要：中医院校英语教学是一门专业性比较强的学科，它同普通院校的英语教学具有一定的区别，可能包含着非常多的专业术语，这增加了学生英语学习的难度。
为优化学生的英语素养，不断提升学生的英语水平，在中医院校英语教学实践中，教师应该积极采用小组合作学习的方式，不断激发学生的英语学习兴趣，全面提升英语教学质量。
关键词：小组合作学习 中医院校 英语教学 应用中图分类号：G633.41 文献标识码：A 文章编号：1672-3791(2020)09(a)-0090-03The Application of Group Cooperative Learning in English Teaching in Chinese Medicine Colleges and UniversitiesYAN Qiying(Changchun University of Chinese Medicine, Changchun, Jilin Provinve, 130117 China)Abstract: English teaching in traditional Chinese medicine colleges and universities is a relatively strong professional discipline. It is different from English teaching in ordinary colleges and universities to some extent. It may contain a lot of professional terms, which itself increases the difficulty of students' english learning. In order to optimize students' english literacy and continuously improve their english level, teachers should actively adopt the method of group cooperative learning in the english teaching practice of traditional Chinese medicine colleges and universities, continuously stimulate students' interest in english learning and comprehensively improve the quality of english teaching.Key Words: Group cooperative learning; Chinese medicine institution; English teaching; Application合作学习是以学生为中心、以小组为形式，为共同的学习目标而努力的一种学习方式和教学策略，它在强调完成学习任务的同时，还培养小组成员间的合作能力。
英语课堂中的合作学习与小组合作
Cooperative learning and group work are two important elements of English classes.Cooperative learning is a teaching method in which students work together in small groups to complete a task. It encourages students to share their knowledge and ideas, and to learn from each other. It also helps to build relationships between students and encourages them to work together to solve problems.Group work is a teaching method in which students work together in small groups to complete a task. It encourages students to share their knowledge and ideas, and to learn from each other. It also helps to build relationships between students and encourages them to work together to solve problems.Group work can be used to help students practice their English skills. For example, students can be asked to work together to create a presentation or a report. This allows them to practice their speaking and writing skills, as well as their ability to work together as a team.Group work can also be used to help students develop their critical thinking skills. For example, students can be asked to work together to analyze a text or a situation. This allows them to practice their problem-solving skills and to think critically about the material.Cooperative learning and group work are important elements of English classes because they help students to develop their language skills, as well as their ability to work together as a team. They also help to build relationships between students and encourage them to think critically about the material.。
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Group Cooperative Learning in English ClassAbstract：Cooperative learning is becoming an increasingly popular teaching strategy and it has already been put into the English class. <1> This paper is going to explain what are Group Cooperative Learning and the importance of Group Cooperative Learning in English ClassKey words：group；cooperative learning；English teaching；English classGroup Cooperative Learning in English ClassFacing to various examinations, teachers and schools emphasize competition between students in their teaching. As a result, the students have strong sense of competition but lack of the cooperative sense. They will not care about each other; neither helps each other nor works together. Thanks for the promotion of quality education in schools, cooperative learning is advocated to more and more teaching areas.. It is a model of teaching and learning, which emphasizes student-oriental and students’communication. This emphasis is very important for English teaching.1.What Is Group Cooperative Learning?Group cooperative learning means the students, with the guidance of their teachers, work in small groups and receives rewards or recognition based on their group performance. <2> It is a form of classroom teaching that students who are in small groups achieve the learning task by helping each other, interdependence and teachers’guidance to maximize their own and each other’s learning. In cooperative activities, students seek outcomes that are beneficial to both themselves and all other group members. Teaching manner for group cooperative learning is the unity of class teaching and group-activities. Class teaching is the base, and group-activities are the main form. The standard for evaluation of cooperative learning is the achievement of the whole group. Each of the students makes contribution to the group in order to acquire better positive results.2.The importance of Group Cooperative Learning in English Class.2.1. Group cooperative learning solves problems better.Group cooperative learning conducive to solving the complex problems because cooperation between the students is often better than individual effort in the decision tasks and evaluation operations, it is often more effective to develop consensus. <3> Group cooperative learning helps the students to find the problems during working together, no need to be shy, shame or even worried to give wrong answers to the teacher. It’s more open to the students to raise their ideas.2.2. Group Cooperative learning makes class active.Refuse being boring in the class, teachers have to make the class more active to attract student’s attention and interest. There are two essential components of using Groupcooperative learning that help to assure the class active.2.2.1. Positive interdependence to each other in a group. Positive interdependence means that each group member should recognize that if an activity is beneficial to one member; it will be helpful to the whole group. It helps the students to apply this spirit in their further social life also, to help the students to understand the “win-win” rules in the sociality. For example, if one student find the answer, he/she would share with others in group, may collect different ideas of the answers, which would give more explanation or quicker, easier way to the answer.2.2.2. Individual and group accountability. The group accountability is achievements of the group goals, and the individual accountability is contributions of the member’s share of the work. Each of the group members has responsibility to finish his/her own task and help other group members who need more assistance, support and encouragement in studying. Teachers examine students’accomplishment of their individual accountability by a) giving marks to each group members and b) asking any of them to report his/her group’s result irregularly.2.3. Group Cooperative learning emphasizes student-centre.Group cooperative learning gets rid of the traditional teaching model in which there is only the communication between teachers and students. Communication between students is the emphasis of cooperative learning. It is important for English teaching. Doing cooperative learning in English class can not only impel students’learning activities, but also improve the environment of the class and develop students’personality.2.4. Group Cooperative learning benefits students in improving their oral English and communicational ability.In traditional English class, teachers speak most of the time; students just listen and accept the knowledge. Only a few students have chances to speak the target language. Moreover, the students that have the chance in the class only speak according to the model that the teachers set for them. They speak but not communicate. By contrast, a cooperative learning class provided students with much more opportunities to join in communication through the group activities. And the topics they talk about are closed to their daily life. There is no doubt that the students’ability of using English, especially of using oral English is better.2.5. Group Cooperative learning benefits students for developing their personality. Knowledge can be absorbed and expressed only if the learners do think and practice independently. Whether students accept the knowledge with pessimism or learnt with activism will influence the teaching effect. In traditional English teaching, students depend on teachers too much. They listen to the teacher without thinking; the teacher’s answer is always right and unique. Their personalities are confined in this kind of learning. However, teachers just teach the new language points to students briefly in cooperative learning class. In most of the time in the class, students studywith their group members. Teachers encourage students to help each other to accomplish the task. They no longer criticize and rebuke the students but guide them and give them enlightenment. Students would be free to laugh at themselves by making mistakes. By this way, student’ specific aptitude will be showed completely.3.How and when to use Group Cooperative Learning in English Class moreeffectiveIn traditional English teaching, teachers train one skill of students only in the reading / oral/ listening/ writing class. However, students’ integrated skills---reading, speaking, listening and writing can be trained with cooperative learning in one class. Students who do reading in cooperative learning class have chances to share their ideas to their group members and the whole class by speaking out, other students’ listening would be trained at the same time. Also ask the students to write down what they heard, students would benefit from the writing skill. Using group cooperative learning activity models is a real way to practice cooperative learning.Let’s see the difference of the follow two groups’ activities below.Practice in a speaking training class: comparing group A and group B.3.1. Teaching material: Unit 57, Intermediate EnglishTeaching objects: students in two normal classes3.1. 1.Teaching plan for traditional speaking class.Teaching aims:A. Knowledge aims:1)Students get to know some extreme sports.2)Students learn some useful expressions.3)Students can use the expressions to retell the name and description ofextreme sports.B. Process and method aims:1)Develop students’ speaking skill.2)Guide students to find out the useful expressions and use them in someexercises.3)Enable students to retell the characteristics of name and description of theextreme sports with the given words.4)Get all of the students to join in the class activity enthusiastically bydiscussion in smaller groups.C. Emotion, attitude and value aims: Students know the difference of the extreme sports better.Teaching contents:1.The oral English material.eful expressions and some exercises.3.Retelling: the characteristics of the strange extreme sports.Teaching focus:1.The oral English material.2.The useful expressions.Teaching difficulty:1. Students should understand the questions given by the teacher and from the material.2. How to guide the students to retell with the given words.3.1. 2. Teaching plan for group cooperative speaking class.Teaching aims:A. Knowledge aims:1)Students get to know some strange extreme sports and some usefulexpressions in the book.2)Students learn some useful expressions.3)Students would share the kinds of extreme sports with the picture theycollect before class.B. Process and method aims:Students work in pairs and finish different tasks.Task 1: Understand the text and ask some questions according to the text in order to do a good job in the group competition later.Task 2: Find out and learn the useful expressions together.Task 3: Walk out the classroom and do some interviews with others in English, ask teachers or students what kinds of extreme sports they’ve tried or they would like to try and why.Task 4: Present other kinds of extreme sports with the picture that they collect before class.Task 5: Make a quick presentation according to the interviews, and present in the group.C. Emotion, attitude and value aims:1)Students know the kinds of the extreme sports better.2)Develop students’ ability to study independently.3)Develop students’ ability to cooperate with their group mates.Teaching contents:1.The characters of the new extreme sports.eful expressions and some exercises.3.Present other kinds of extreme sports.4.Students’ cooperation in pair/group work.Teaching focus:1.The speaking material.2.The useful expressions.3.The students’ performance.4.The students’ collaboration.Teaching difficulty:1.How to guide the cooperative work in the groups.2.How to persuade the students to speak out and communicate with others withconfidence and freely.3.How to guide the interviewers to share more information.4.How to present with the information students collect from the interview.3.2. ConclusionAccording to the two groups, the difference between the traditional class and the group cooperative learning class can be found easily:a) Differences in teaching aims. The aims of the traditional class are about speaking skills and language skills, while in cooperative learning class, the aims include training students’cooperative skills besides those aspects. That is to say, in the cooperative learning class, students’task is not only to learn the knowledge of language but also to communicate with other students and the teachers.b) Differences in teaching difficulties. In cooperative learning class, the teacher has to teach students cooperative skills. How to guarantee that students wish to work together is more significant to the teachers.c) Differences in teaching process. In traditional class, students communicate with the teacher most of the time. And there is only one manner---ask and answer. Comparing with the traditional class, the atmosphere in the cooperative learning class is more positive, comfortable and active. The pair/group cooperation in this class is not only for the speaking task but also for checking the result of the students’cooperation. Most of the time, students learn by themselves, pre-individual work, pair work and group work. Speaking out is a process of input, this kind of class is better for students to transform the language input into output.Compare with the differences between these two kinds of classes are caused by their different essential aims. Although group cooperative learning is good for students to improve their communication skills and cooperative ability, teachers must know all the students’ characteristics or they cannot form the groups well. And whether the group members wish to share and work together is the key of the class. Before the class, teachers have to introduce some cooperative skill s to the students, make them believe that they can work together well and finish the tasks. Students’ initiative to learn drives different results of the class.3.3. The shortcomings of group cooperative learningThe cooperative learning also has some obvious negative points.1)When the students’ English proficiency disparity is bigger in the group,good students harvest slightly.2)Poor students might be hurt and discouraged to learn and speak morebecause of their not skillful English or cooperation.3)Students might not be able to realize and point out the error during thegroup learning.4)Cannot guarantee the students to use English only during discussion andcooperation.5)Some of the students might be lack of communication and cooperationskills, it would drive the teaching plan out of control and effect furtherlearning and practices.Facing to the shortcomings mentioned above. Teachers have to learn more how to use group cooperative learning, pay more attention to the guidance of the group activities, giving equal chance to not only top students but also the medium and inferior ones for their expression of their own ideas and encouraging students to give help to each other in cooperative learning groups are needed.Group Cooperative learning becomes more common an popular in teaching and learning in China. It is different from competitive learning and individualistic learning, but contains these two at the same time. More and more teachers try to use cooperative learning because of its significant in language teaching. However, group cooperative learning cannot be used all the times. Teachers must make teaching plan with the thinking of the personality of their students, the contents they are going to teach, and the classroom they are going to use. Without these elements, group cooperative learning cannot shine. Whether group cooperative learning is used successfully or not, students’cooperative skills are the key point for it. Thereby, another important thing for teachers is teaching students how to wish to cooperate with others. Cooperative and communication skills are learning skills. It helps students learn self-oriental and interest-oriental.Teachers can develop the theories and active ways of group cooperative learning. With continue practice, they may develop a particular group cooperative learning method, which is suitable for Chinese students and teachers’ own characters.<1> The Reflection of Cooperative Learning in English Class, 刘果果魅力中国2011年第2期<2>,<3> Group Cooperative Learning in English Class, 仲卫利。