Abstract

As one of the mainstreams of worldwide education reform, cooperative learning was introduced in China in the mid 1980s after its rise in America in the 1970s. Nowadays, in the background of the new curriculum reform in China, in pursuit of the learning style of initiative, inquiry and cooperation, more and more primary school English teachers are applying cooperative learning to their teaching practice.

This study starts from the history of cooperative learning. Then, based on a series of theories of cooperative learning including its definition, fundamental ideas and essential components, the study analyzes its practical value and implementation strategies in English teaching at primary school. On account of this, the theory of cooperative learning will be applied to practice and the educational purpose that emphasizes on the development of students will be achieved in the end.

Keywords: cooperative learning; primary school English

Contents

Abstract

摘要

1. Introduction1

2. Literature Review1

2.1 The development of cooperative learning abroad.1

2.2 The development of cooperative learning in China .2

3. Some Basic Concepts of Cooperative Learning4

3.1 The definition of cooperative learning.4

3.1.1 Cooperative learning as a teaching strategy.4

3.1.2 Cooperative learning as a learning style5

3.1.3 Cooperative learning as a form of teaching.5

3.2 The fundamental ideas of cooperative learning6

3.2.1 About teacher-student relationship.6

3.2.2 About evaluation.7

3.2.3 About teaching8

3.3 Essential Components of Cooperative Learning.8

4. Practical Value of Cooperative Learning In Primary School English teaching.10

4.1 To improve the efficiency of the classroom teaching.11

4.2 To arouse students’ interest in English learning.12

4.3 To improve peer relationship.13

5. The Implementation Strategies of Cooperative Learning in Primary School English Teaching.14

5.1 Rational division of group14

5.2 Appropriate choice of content.15

5.3 Clear allocation of tasks.17

5.4 Reasonable evaluation18

6. Conclusion.20

References21