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1、畢業(yè)論文(設(shè)計)TheApplicationofCooperativeLearninginHighSchoolEnglishTeachingundertheNewCurriculum1.Introduction12．TheconceptofCooperativeLearningembodiedintheNewCurriculum33.ThesignificanceofCooperativeLearninginhighschoolEnglishteaching43.1ItcanhelpreformthetraditionalEnglishteachi
2、ng53.2Itcanhelpdevelopstudents’Englishlanguageskills63.3Itcanhelpfosterstudents’goodqualities74.FactorsrelatedtotheapplicationofCooperativeLearning94.1Properstudentgrouping94.1.1Waysofgrouping94.1.2Thesizeofgrouping114.2TheactivitiesofCooperativeLearning124.2.1Activitiesshould
3、bedesignedtohelptoapplywhatstudentshavelearnt124.2.2Activitiesshouldbedesignedtohelptostimulatestudents’interestinstudy134.3Therolesoftheteacherintheactivities145.AssessmentofCooperativeLearningactivities165.1Processassessment175.2Self-assessmentandmutualassessment185.3Continu
4、ousassessment196.TwoexamplesofapplicationofCooperativeLearning206.1AnexampleapplicationofCooperativeLearninginwriting206.2AnexampleapplicationofCooperativelearninginreading237.Thelimitationsexistingintheapplication268.Conclusion28References291.IntroductionIntraditionalEnglisht
5、eaching,whichisbasedonteacher-centeredapproachcalled“Jug-and-Mug”,teacherspourknowledgeintostudentsandfocusongrammarteachingbutneglecttheapplicationofstudents’knowledge,whichmakesstudentsbecomepassivereceiversofknowledge.Studentscanreceiveknowledgebutcannotputitintopractice.Co
6、nsequently,studentsfailtoacquireoverallskillsinEnglish31畢業(yè)論文(設(shè)計)learning.AccordingtotheInputHypothesis(Krashen&Terrell,1983),wecanacquireasecondlanguagebybeingprovidedinput.However,weneedtogenerateoutput(Swain,1985).Hence,traditionalEnglishteachingneedstobereformedtodevelopstu
7、dents’competenceofEnglishlearning.Inthiscase,theintroductionandapplicationofcooperativelearningcantransformthisteachingsituation.Cooperativelearningisateachingstrategyinwhichsmallteams,eachwithstudentsofdifferentlevelsofability,useavarietyoflearningactivitiestoimprovetheirunde
8、rstandingofasubject.Eachmemberofateamisresponsiblenotonlyforl
