The Application of Cooperative Learning Theory in Teaching of Reading for Senior High School Students
Abstract
In the traditional teacher-centered English teaching, the transmission of
information between teachers and students is mainly teachers. In this type of classroom the teacher serves as an information giver, and knowledge flows only one way from teacher to students. Teachers take up most time to teach students to learn knowledge, and students silently and passively receive some limited knowledge just like observers or containers. Few students have the opportunity of practicing and exchanging English.
It is very difficult for students to take part in the class activities. Cooperative learning has emerged as the leading new approach to classroom instruction abroad over the past decade. Numerous research studies have revealed that pleting cooperative learning group tasks tend to have higher academic test scores, higher self-esteem, and greater numbers of positive social skills. Cooperative learning is student-centered. As a result, students e the principal part, they have more opportunities to practice English and the process of language acquisition can be guaranteed. In fact, the utmost purpose of English teaching is "to learn" but not "to teach''. Cooperative learning can stimulate students to participate in English learning so that they can enhance their learning effect. The essential element of cooperative learning is that one cannot eed without the ess of others. In order to maximize their achievement, group members must often help each other and contribute their most to the group.
The twenty-first century is an era of knowledge economy, and information plays a very important role in our ordinary life. It is crucial for everyone to get information and enhance the ability of obtaining information. A reading knowledge of a fo
reign language is often important to academic studies, professional ess and personal development. And reading is one of the most
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