Cooperative Learning Model And Strategies Applied In Rural Junior Middle School English Teaching

The new curriculum reform is in the malpractice of the traditional teaching methods constantlyexposed case started, it presents some new education teaching guiding thought and theory, requirementchanging students’ way of learning, implement quality education, in this case, more and more people beganto advocate and practice the students as the main body, the Independent Cooperative and inquiry learningmode of combination, to change the traditional teacher centered traditional teaching methods, to promotestudents’ free comprehensive development.In junior middle school English class, the junior middle school English classroom attaches importanceto imparting knowledge, cultivating the ability of contempt. The ancients said, delegate to the fish asdelegate to fish, to really improve the teaching effect, we teach students not specific knowledge, but toteach the students how to stand on one’s own learning and cooperative learning method. Cooperativelearning model was introduced into English class is to make students better play the enthusiasm of thestudents, encouraging students to actively participate in consciousness and ability, it has changed thetraditional relationship between teachers and students and teaching mode, to achieve the teaching equalityand communication.In this paper, on the basis of the investigation of practice, rural cooperative learning special analysis ofthe teaching practice, summarized the successful experiences and existing problems, and the reasons thatcause these problems make the detailed analysis, and then puts forward some improve the current Englishcooperative learning strategy, so as to to improve the students’ English learning ability objective.This paper is divided into five parts, in particular are outlined below:The first chapter is the introduction part, this part mainly on rural junior middle school Englishclassroom cooperative learning this one problem put forward the background is described, and then theproblem of the theory and the practice significance made brief analysis. Besides, this chapter also to thisarticle on this topic in the domestic and foreign research situation, this article research ideas, researchdifficulty and innovation as well as the research method, were introduced in this paper, for the theory as itis necessary to define and bedding. The second chapter mainly elaborates the cooperation study theory. The cooperative learning and itsmode to undertake the concept definition, then further elaborated on this new learning model to establishthe theoretical basis, mainly from the social psychology, pedagogy, constructivism three aspects tounderstand cooperative learning rationality; on the basis of the cooperative learning and the basic elementsof the characteristics, at last points out rural cooperative learning in English class and city particularitycompared, for the practice of doing the necessary theoretical preparation and specific setting.The third chapter is the study of cooperative learning model in practice application of the actualcircumstances. The first is the practice of investigation, through a questionnaire method, interview ofcooperative learning in practice teaching, and analyzed. This part elaborated the countryside junior middleschool English Cooperative Learning Mode of the existing problems and reasons. Main problems fromteachers, students, teaching three aspects has carried on the concrete analysis, and analyzes its reasonmainly is the teacher and the student two aspects, of which the teacher aspect reason mainly has not trulycomprehend the connotation, lack of cooperative learning cooperative learning classroom organizationcontrol techniques, there is no scientific cooperation groups, for the cooperative learning guidance does notreach the designated position, role positioning and several other reasons; and the students are lack ofcooperation consciousness and so on four aspects reasons.The fourth chapter mainly elaborates how to improve the English Cooperative Learning strategy.Specifically, the teacher should improve understanding of the essence of cooperative learning, and carefullyset up cooperative learning problems, should be possible within the heterogeneous group, grouphomogeneity, to clear in their classroom cooperative learning process in the different role, should be in thecooperative learning process using a variety of forms to undertake assessment; from students to enhance thecooperation consciousness and cooperation skills improve.The fifth chapter is the conclusion and future cooperation learning in English classroom applicationprospects. The author thinks, cooperative learning is compatible with the new teaching development needs,will also get more good development prospect.