A Study Of Group Cooperative Learning Activities In English Exemplary Lessons In Junior High School

As a requisite part in English language learning activity,group cooperative learning is important for the development of students’language ability and the cultivation of students’cooperative spirit.However,the effect of group cooperative learning in English teaching is not very satisfactory.The purpose of this paper is to research different aspects of group cooperative learning activities and to provide some tentative suggestions for English teachers in junior high school to carry out group cooperative learning activities.The research questions of this paper are as follows:What are the types and purposes of group cooperative learning activities in these English exemplary lessons?In what ways do teachers manage the group cooperative learning activities in these English exemplary lessons?What is the role of students in group cooperative learning activities in these English exemplary lessons?The author chose 15 teachers’teaching videos of the 12^thNational Junior High Schools English Exemplary lessons as research samples,taking types and purposes of group activities,teachers’management and students’role as the observation dimensions.And classroom observation was employed as the main research approach to observe the 12observation points of group cooperative learning activities.At the same time,based on Bloom’s classification of educational goals and Constructivism theory,the above observation points were examined in depth.The results showed that（1）the types of group cooperative learning activities were various,among which ordering and sorting,opinion-exchange,problem-solving and creative tasks occupied a large proportion.Education goals are mainly aimed at intermediate and high level,which were application,analysis,synthesis and evaluation.（2）As for teachers’management of group activities,direct directives and indirect directives were implemented together.The guidance forms of activities were diverse.The method of grouping was simple,which was depending on the seat.The time allocation was moderate.The approaches of error correction and evaluation were simple.Director and participant were the roles which teacher most played.（3）As for students’role,students were seldom given time to think independently.Half of the lessons did students have individual accountability in group cooperative learning activities.The form of achievement report was one person or one by one.It is recommended that teachers should pay more attention to students’thinking independently before activities and individual accountability in the activities,and should adopt a variety methods of grouping,guidance,error correction and evaluation.Because the research sample is restricted,and the scope of this study is also limited,which led to the result that the research is not extensive enough,so the conclusions may be relatively less comprehensive.