Chapter Five   Conclusion 14

References 15

Appendix 1 16

Appendix 2 20

 Chapter One    Introduction

In 1806, cooperative learning was introduced from Britain to America and spread across the country. It was American educationist F.W. Parker that brought this strategy into classes, which became the main teaching form in America in the early 20th century. Later, in the 1970s and 1980s, it was brought to Japan and some European countries, including German and Russia. At present, cooperative learning, which is widely used in primary schools, high schools and even colleges in dozens of countries all over the world, such as America, Canada and Israel has become a main teaching strategy, and is known as "the most important and successful teaching innovation in the recent dozens of years". This teaching method is now promoting the education reform around the globe. 

In China, nowadays especially since the New Curriculum Standard was issued in 2011, we are emphasizing Ss’ listening and speaking skills instead of the knowledge of grammars for the reasons that English as a language is a tool for communication. What we focus on is its application in daily life. Compared with the traditional teaching method, cooperative learning in junior middle school English classes is more helpful for the improvement of students' ability of English using. And it can help switch their learning attitude and cultivate their English learning motivation and interest. However since cooperative learning is not mature, there are many problems existing. It is necessary to know the current situation of English teaching and the application of cooperative learning. The research will get data from both students and teachers, knowing their opinions, and finding problems by questionnaire, interview and observation. 

The research will focus on three points, the current situation, existing problems and solutions. Firstly, the author will search some related literature and get a brief impression of cooperative learning and current situation on the page. Then the author will check in practice and find shortages in real teaching. Finally, solutions will be put forward to solve these problems.

Chapter Two       Literature Review    

2.1 Cooperative Learning

The history of cooperate learning can date back to 1970s. For nearly 50years, numerous scholars have devoted themselves to it, both in theories and practice. As an effective teaching theory, it has a charming attraction and lots of study and experiments can be found through its developing time.

2.1.1 The Definition of Cooperative Learning

Although it has been several decades of years since cooperative learning appeared, there is not an accurate definition of it. Slavin states that cooperative learning refers to a variety of teaching methods in which students work in small groups to help each other to learn academic content. David Johnson and Roger T. Johnson, who are the founders of cooperative learning in America think that cooperative learning can be applied to any degree and subject. (David Johnson& Roger T. Johnson, 1993).

The famous psychologist, Dr. Sharan states that “cooperative learning is the general term of a series of methods to organize and promote classroom teaching. The cooperation among students in the learning process is the basic characteristic of all these methods.”(Shran.Y, Sharan, S: Cooperative Investigation Expends Cooperative Learning, Educational Leadship, 1990: P137)

As for Davidson, the chairman of International Education Cooperative Institute in 1990 holds the opinion that in the definition of cooperative learning, there are some elements. They are performance in union, discussion, difficult problems solving, face to face communication, atmosphere of helping and cooperation, sense of personal responsibility, hybrid grouping, teaching of cooperative technologies and relying on each other.