Cooperative-language-Learning

CooperativelanguageLearning合作学习语言法ThedifferencesbetweentraditionalmodelsofclassroomlearningandCooperativeLearning•Definition•Objectives•Theory•Representatives•ReferenceCooperativelanguagelearningDefinitionCooperativeLanguage(CL)isanapproachtoteachingthatmakesmaximumuseofcooperativeactivitiesinvolvingpairsandsmallgroupsoflearnersintheclassroom.Coopertativelearningisgrouplearnningactivityorganizedsothatlearningisdependentonsociallystructuredexchangeofinformationbetweenlearnersingroupsandinwhicheachlearnerisheldaccountableforhisorherownlearningandismotivatedtoincreasethelearningofothers.(OlsenandKagan)ObjectivesofCLL•tofostercooperationratherthancompetition;•todevelopcriticalthinkingskills;•todevelopcommunicativecompetencethroughsociallystructuredinteractionactivities.TheoryLearnersdevelopcommunicativecompetenceinalanguagebyconversinginsociallyorpedagogicallystructuressituations.Supportbothstructuralandfunctionalmodelsaswellasinteractionalmodelsoflanguage1.Atheoryofthenatureoflanguage2.Atheoryofthenatureofthelanguagelearning.CooperativeLanguageLearningRepresentativesofCL•DavidW.Johnson.RogerT.Johnson约翰逊兄弟•Olsen，R.andSpencerKagan奥尔森和斯宾塞∙卡甘RepresentativesofCLLDavidW.Johnson.RogerT.JohnsonCognitivedevelopmentalperspective（认知发展观）Behavioraltheory（行为发展观）Socialinterdependencetheory（社会互赖观）SocialinterdependencetheoryCognitivedevelopmentalperspectiveBehavioraltheoryofGoalsInterdependenceofInformationInterdependenceofrewardsandtasksEnhanceInteractionPromotemotivationHigherlearningeffectInterdependenceKeyelementsofsuccessfulgroup-basedlearningPositiveinterdependentoccurswhengroupmembersfeelthatwhathelpsonememberhelpsallandwhathurtsonememberhurtsall.Groupformationisanimportantfactorincreatingpositiveinterdependence.Individualaccountabilityinvolvesbothgroupandindividualperformance.Socialskillsdeterminethewaystudentsinteractwitheachotherasteammates.StructuringandStructuresrefertowaysoforganizingstudentinteractionanddifferentwaysstudentsaretointeract.Olsen，R.andSpencerKaganOlsenandKagandescribessomeexamplesofCLLactivitiesRoundtable(圆桌讨论)Think-Pair-Share（思考-配对-分享）NumberedHeads（编号碰头法）CLLactivities:Roundtable•Thereisapieceofpaperandonepenforeachteam.•Onestudentmakesacontribution.•He/Shepassesthepaperandpentothestudentofhis/herleft.•Eachstudentmakescontributionsinturn.•Ifdoneorally,itiscalledRoundRobin.CLLactivities:Think-Pair-Share•Teacherposesaquestion(usuallyalow-consensusone).•Studentsthinkofaresponse.•Studentsdiscusstheirresponseswithapartner.•Studentssharetheirpartner'sresponsewiththeclass.CLLactivities:NumberedHeads•Studentsnumberoffinteams.•Teacherasksaquestion(usuallyhigh-consensus).•Studentsliterallyputtheirheadstogetherandmakesureeveryoneknowsandcanexplaintheanswer.•Teachercallsanumberandstudentswiththatnumberraisetheirhandstobecalledon.•Baloche,L.1998.TheCooperativeClassroom.EnglewoodCliffs,N.J.:PrenticeHall.•Johnson,D.W.&R.Johnson.Learningtogeyherandalone:cooperative,competitive,andindividualisticlearning[M].Boston:AllynandBacon•Kagan,S.1992.Cooperativelearning.SanJuanCapistrano,Calif.:KaganCooperativelearning.Reference•Littlewood,William.(2005).Communicativelanguageteaching.Cambridge:CambridgeUniversityPress.•Olsen,R.,andS.Kagan.(1992).Aboutcooperativelearning.InC.Kessler(ed.),CooperativeLanguageLearning:ATeacher‘sResourceBook.NewYork:PrenticeHall.1-30.•Richards,J.C.,&Rodgers,TheodoreS.(2008).Approachesandmethodsinlanguageteaching.Cambridge:CambridgeUniversityPress.•盛群力．个体优化教育的探索[M]．北京：人民教育出版社，1996．136-137．Reference•汪航.合作学习认知研究综述[J].心理科学，2000，（2）：438-440.•王坦.合作学习理论解析[J].课程∙教材∙教法，2005，（1）：30-35.•姚国.刘永山.合作学习在教学中的运用[J].山东教育科研，1997，（4）：24-25.•叶燕.合作学习模式在英语自主学习课堂上的应用研究[J].大学外语教学研究，2006,126-130.•詹姆斯·H·麦克米伦．学生学习的社会心理学[M]．北京：人民教育出版社，1989,142．ReferenceThankyou!