!!!Cooperative-Language-Learning合作学习语言法

IfyouhaveanappleandIhaveanappleandweexchangetheseapplesthenyouandIwillstilleachhaveoneapple.ButifyouhaveanideaandIhaveanideaandweexchangetheseideas,theneachofuswillhavetwoideas.Guesswhatkindofteachingmethodwewilllearnnext?Cooperativelanguagelearning英语学科教学刘纳利OUTLINEDefinitionTheoreticalBasisDesignConclusionWhatiscooperativelanguagelearning?Charactersinsmallgroupstoexchangeofinformationbetweenlearnerstowardacommongoallearner-centeredDefinitionCooperativelanguagelearningisgrouplearningactivityorganizedsothatlearningisdependentonthesociallystructuredexchangeofinformationbetweenlearnersingroupsandinwhicheachlearnerisheldaccountableforhisorherownlearningandismotivatedtoincreasethelearningofothers.TheoreticalBasisTheoryoflanguageCooperativeLanguageLearningisbasedon5basicpremises(前提).TheoryoflanguageTheoryoflearningPremise1isthatweareborntotalkandcommunicationwhichisconsideredastheprimarypurposeoflanguage.Premise2isthatmosttalkisorganizedasconversation.Premise3isthatconversationoperatesaccordingtoacertainagreed-uponsetofcooperativerules.P4isthatonelearnshowthesecooperativerulesarerealizedinone’sthroughcasual,everydayconversationalinteraction.P5isthatonelearnshowthecooperativerulesarerealizedinathroughparticipationincooperativelystructuredinteractionalactivities.nativelanguagesecondlanguageWhat’sthedifferencebetweenP4andP5?TheoryoflearningCLLdrawsheavilyonthetheoreticalworkofdevelopmentalpsychologistsPiagetandVygotskywhostressthecentralroleofsocialinteractioninlearning.Aswehaveindicated,acentralpremiseofCLListhatlearnersdevelopcommunicativecompetenceinalanguagebyconversinginsociallyorpedagogically(教学法的)structuredsituations.DesignObjectivesThesyllabusTypesoflearningandteachingactivitiesLearnerrolesteacherrolesInstructionalmaterialsrolesObjectivesTofostercooperationratherthancompetitionTodevelopcriticalthinkingskillsTodevelopcommunicativecompetenceThesyllabus(1)CLLdoesnotassumeanyparticularformoflanguagesyllabus.(2)WhatdefinesCLListhesystematicandcarefullyplanneduseofgroup-basedproceduresinteaching.Typesoflearningandteachingactivities(3,4,5)3typesofgroups4kindsofclassactivitiesthatusecooperativelearning5keyelementsofsuccessfulgroup-basedlearning3typesofgroupsInformalcooperativelearninggroupsFormalcooperativelearninggroupsCooperativebasedgroups4kindsofclassactivitiesthatusecooperativelearningJigsaw(切块拼接法)(1)Dividegroups(2)Learn&teach(3)TestorassessmentThink-pair-shareThree-stepinterview(1)Choosepartner(2)intervieweachother(3)shareideasNumberedHeads（随机点号法）(1)Numberedmember(2)discussqustion(3)selectonenumberrandamlytoanswerquestions5keyelementsofsuccessfulgroup-basedlearningPositiveinterdependenceGroupformationIndividualaccountabilitySocialskillsStructuringandstructuresLearnerrolesTheprimaryroleofthelearneristhatasamemberofagroupwhomustworkcollaborativelyontaskswithothermembers.LearnteamskillsObeyteamrules;learnsocialskillsBedirectorsoftheirownlearningPlan,monitor,andevaluatetheirownlearningTeacherrolesAnimportantrolefortheteacherisactasafacilitatoroflearning.createahighlystructuredandwellorganizedlearningenvironmentintheclassroomsettinggoals,planningtasksandassigningstudentstogroupsandrolesTeachersspeaklessthaninteacher-frontedclass.Theyusuallymovearoundtheclasshelpingstudentsandgroupsasneedsarise.Instructionalmaterialsrolesmaterialsplayanimportantpartincreatingopportunitiesforstudentstoworkcooperatively.ConclusionAdvantages(从两个角度)1.freedomtoteacherstomasternewprofessionalskills,particularlythoseemphasizingcommunication.2.toprovideopportunitiesforlearnerstodevelopsuccessfullearningandcommunicationskills;Toenhancelearnermotivationandreducelearnerstressandtocreateapositiveaffective.Disadvantages(两个角度)1.Somebadhabitsmayoccuramonglearners;learnershavedifferentproficiencylevels,somegroupsofstudentsmaygetmorebenefitsfromitthanothers.2.Itplacesconsiderabledemandsonteachers,whomayhavedifficultyadaptingtothenewrolesrequiredofthem.3453typesofgroupsFormalInformalCooperativebasedgroups4kindsofclassactivitiesthatusecooperativelearningJigsawThink-pair-shareThree-stepinterviewNumberedheads5keyelementsofsuccessfulgroup-basedlearningPositiveinterdependencegroupformationIndividualaccountabilitySocialskillsStructuringandstructuresTypesoflearningandteachingactivities(3,4,5)Example1Teacherassignsstudentstopairswithatleastonegoodreaderineachpair.2StudentAdescribes,StudentBlistensandoutlinesA'sidea.3StudentAandB'srolehaveexchange4Studentsindividuallyresearchthematerialtheyneedandkeepinganeyeoutformaterialusefultotheirpartner5Thestudentsworktogethertowritethefirstparagraphofeachcompositions6Studentswritetheircompositionsindividually.7Theyproofreadeachother'scompositionsandmakingcorrections.8Studentsrevisetheircompositions.9Studentsrereadeachother'scompositionsandsigntheirnamestoindicatethateachcompositionsiserror--freeThankyou!