How to Develop Group Cooperative Learning in English Teaching

How to carry out group cooperative learning? What problems should be paid attention to in group cooperative learning? What abilities can group cooperative learning cultivate students? The following are some methods and experiences that I observed and learned in Canada.

(A) the basic operating methods of group cooperative learning

1. Rational scientific grouping. Reasonable and scientific grouping is the basis of effective organization and development of group cooperative learning, and it is the first step of group cooperative learning. When forming a study group, students should be comprehensively evaluated according to their knowledge base, hobbies, learning ability and psychological quality, and matched into multiple study groups. Try to make each group basically consistent in grades, male-female ratio and psychological quality. And make sure that each group of students is on the same starting line. This narrows the differences between groups, which is beneficial to the competition between groups and the evaluation of cooperative learning. Usually, there are 4 to 6 people in a group. Too many people are not conducive to improving the enthusiasm of middle school students to participate in cooperative learning. If the number of students is too small, the scope of students' cooperation and exchange is too small, which is not conducive to the discussion and solution of problems. The group plan should be adjusted once every semester so that students can have a broader communication space.

2. Placement of seats. After students are divided into groups, the seats often need to be adjusted, and there are many ways to place the seats, which can be changed frequently according to the needs of different cooperative tasks, so as to maintain the freshness of students and improve the effectiveness of cooperative learning.

3. Set cooperation goals and tasks. Teachers can design cooperative learning activities in classes or units according to the teaching content. The established goals and tasks cannot be accomplished by individuals, so group members should have certain dependence. When setting cooperative tasks according to the learning content, teachers should make each group member (1) clear the learning tasks assigned by teachers; (2) Make clear your role in completing the task.

4. Pay attention to the process of group activities. The process of activities is often divided into three stages: individual independent thinking-group cooperative learning-class communication. Teachers must make it clear that the process of group activities is more important than the results of the activities. Therefore, teachers must prevent students from shortening or even ignoring the process in order to obtain results. Teachers should monitor the process of language activities, guide students to complete group learning tasks in a down-to-earth manner, and achieve the expected learning effect.

5. Evaluation of group learning effect. The evaluation of learning effect may not only inspire students deeply, but also generate great learning motivation; It may also discourage students and lead them astray. When evaluating the arrangement of group activities, teachers should realize that learning English language knowledge is not the only purpose of the activities. What is more important is to cultivate students' ability to use language through language activities and lay a foundation for their further study. Therefore, teachers should play an active role in evaluation, encourage students in time, enhance their self-confidence, and enable every student to actively participate in language activities.

(B) Group cooperative learning teaching organization strategy

1. The implementation of cooperative learning teaching mode first requires teachers to divide students into several study groups and determine three roles: moderator (to control the overall situation of group discussion), recorder (to record the opinions and opinions of this group) and reporter (to report the results of group discussion orally to the whole class).

2. According to the ability, personality, intelligence and other factors of the group members, the group members exchange roles every once in a while, and students can freely combine according to the specific teaching content, or temporarily combine according to the problems and interests.

3. Teachers' roles change with the change of teaching links. When introducing new materials or asking questions for group discussion, teachers play the role of organizers and guides; When the group cooperates and communicates, the teacher's role becomes a promoter and collaborator again; Sometimes he serves as a guide according to the difficulty of learning tasks and the actual situation of students.

In short, no matter how the role of teachers changes, teachers should always follow the principle of giving students the initiative in learning, providing students with more time and space for thinking and more opportunities to show their talents, thus stimulating their enthusiasm for learning English, fully mobilizing their initiative in learning and achieving good learning results.

(C) Several issues that should be paid attention to in group cooperative learning

First of all, in group cooperation, teachers should guide students to actively participate in teaching activities. Due to the differences in language proficiency and communicative competence of each group member, the higher-level members may lose interest in cooperative learning, while the lower-level and introverted students are reluctant to speak actively. Therefore, teachers should always encourage them and give them timely help and guidance.

Secondly, in cooperative learning, teachers should pay attention to the combination of difficulty and difficulty when designing problems, face all students and try to make everyone have the opportunity to participate. Teachers should also try to encourage students to ask more questions, give students opportunities to ask each other questions, and teach students to solve problems with a positive attitude.

Third, in the process of group cooperative learning, teachers should manage the classroom order well. Because some students have poor self-discipline, it is inevitable that they will speak Chinese or even gossip in a relatively free group cooperative learning atmosphere. Teachers can use the method of deducting points. The deduction of points for each member of the team who violates discipline will affect the final score of the team, which can be controlled by the supervision of each member of the team.

Fourth, treat the evaluation of cooperative learning correctly. Cooperative learning takes the realization of group goals as the evaluation standard and the overall performance of the group as the evaluation and reward basis. Results evaluation should be combined with process evaluation, but should focus on process evaluation; Teachers' evaluation should be combined with students' mutual evaluation, but it should be based on students' mutual evaluation; The evaluation of the group should be combined with the evaluation of the individual, but should focus on the evaluation of the group.

(D) Group cooperative learning can promote the all-round development of students.

Group cooperative learning is the whole process of letting all students participate in learning. Teachers should pay attention to cultivating students' abilities in group cooperative learning to promote their all-round development.

1. Cultivate students' language expression ability

For students, cooperative learning can provide many opportunities for language communication and promote them to improve their English language expression ability.