Chapter 1 Introduction
随着全球化的发展，英语变得越来越重要。如何提高学生学习英语的效率成为一个重要问题。因此，教师必须改变传统的教学方式，并找出有效的教学方法，让学生易学英语有效地。它可能是一个可行的教学方法达到实现合作学习。在本文中，笔者主要介绍了在高中英语教学中的合作学习和合作学习的评价。With the development of globalization, English becomes more and more important.How to improve students' learning efficiency of English becomes an important issue.Thus, teachers must changing traditional teaching ways and find out effective teachingways so that students leam English effectively. One of possible teaching method toachieve it could be cooperative learning. In this paper, the author mainly introducedcooperative learning and cooperative learning assessment in senior high Englishteaching.
1.1The Purposes of the Study
在我的研究目的有三。第一个目的是帮助高中生教师探索一些有效的策略，在英语课堂教学中实施合作学习模式，使他们能够有效地教。第二个目的是探讨如何建立和完善合作学习评价体系。最后的目的是帮助学生实现他们的整体发展的目的，学生的智能和非智能发展的目的。There are three purposes in my study. The first purpose is to help senior highschool teachers explore some effective strategies，models for implementation ofcooperative learning in English classroom teaching so that they can teach effectively.The second purpose is to explore how to establish and improve cooperative learningassessment system. The last purpose is to help students achieve the aim of their overalldevelopment, the aim of students' intelligent and non-intelligent development.
1.2The Significance of the Study
目前，新一轮基础教育课程改革是一个在21世纪的新课程改革。 2001年，小学教育的改革与发展的决定“提出的新一轮基础教育课程改革的指导思想。新课程改革实验，在世界各地所做的。这是进入新世纪以来在教育领域的一种重要的创新和探索。在新课程改革的过程中，教学模式的改革变得越来越重要。的教学模式改革的情况下有没有发展新课程Reforni的。因此，我们面临的重要问题是关于改革的教学模式和教学创新的探索。2001年开始的基础教育课程改革明确指出教学应培养学生独立，引导学生质疑，调查和实践探索，易学。基础教育的课程改革也鼓励学生实现自己的目标，并在教师的指导下，通过感知，体验，实践，参与和合作，觉得他们的成功。基础教育新课程也指出，教学过程是教师和学生之间和相互发展的过程中，互动。At present, elementary education course reform of a new round is a new coursereform in the 21 century. In 2001, the Decision of Elementary Education Reform andDevelopment put forward instructional ideas of elementary education course reform of anew round. The new curriculum reform experiments are did all over the world. It is animportant innovation and exploration in education field since the new century.During the process of New Curriculum Reform, the reform of teaching modebecomes more and more important. There is no development of New CurriculumReforni without the reform of teaching mode. Therefore, the important issue we face isconcerning reform of teaching mode and exploring ways of teaching innovation. TheCurriculum Reform of Elementary Education initiated in 2001 has clearly pointed outthat teaching should cultivate students to be independent, instruct students to question,investigate and explore, leam by practicing. The Curriculum Reform of ElementaryEducation also encourages students to achieve their goals and feel their success throughperception, experience, practice, participation and cooperation under the guidance of teachers. The New Curriculum of Elementary Education also pointed out that theteaching process is the process of interaction between teachers and students and mutualdeveloping. No interaction, no teaching. Therefore, to build harmonious, equalrelationship between teachers and students and to advocate cooperative learningbecomes another important task of New Curriculum Reform. As a result, cooperativelearning is widely used in middle school; Cooperative learning corresponds to therequirements of New Curriculum Reform.Cooperative learning is a kind of learning and teaching method. It is a systematicprocess, and assessment is an important part of this process. By contrast with traditionalassessment value, cooperative learning assessment has its unique feature.
Cooperativelearning seeks the progress of each student, and cooperative learning assessment takes itas the standard of assessment. Cooperative learning judge a student by the progress hemake from his starting level. It uses "base scores” and "improvement scores，’.Cooperative learning assessment rewards students or evaluates students according towhole group's achievement. Thus，every student can make contribution to wholegroup's achievement. What' more, cooperative learning assessment concerns moreabout students' learning process and students' ability to solve practical problems indynamic way. And it also emphasizes the persity in content、criteria、manners、methods, as well as the subject and object of assessment, and the importance ofgrasping students' state of development objectively，comprehensively and truly, so as topromote comprehensive development and sustained development. Therefore, the studyof cooperative learning assessment can smoothly promote effective implementation ofcooperative learning and reform of New Curriculum.
Chapter 2 Literature Review
2.1 Definition of Cooperative Learning
Many researchers at home and abroad have given cooperative learning manydefinitions.Slavin's definition of cooperative learning is that students study in groups, andevaluate students according to the whole group's achievement.According to D.W. Johnson &R. T. Johnson, cooperative learning is that teacherteaches in small groups and students work together, so that they can make greatprogress.R.T. Guskey defined cooperative learning as a teaching method. Students arepided into heterogeneous groups which consist of two to six members. They cooperateto accomplish learning tasks assigned by teacher.Wang Tan defined cooperative learning as teaching strategy system which aims topromote students cooperation in heterogeneous groups. It also aims to achieve commongoals. They are awarded according to the whole group's achievement.According to Lin Shengfu, cooperative instruction is a kind of creative teachingdesign; it aims to make learning activity into common learning activity.
Chapter 3 Implementation of Cooperative Learning........... 21-30
3.1 Instructional Strategies in Preparation Stage..........21-27
3.1.1 Setting Objectives of Cooperative Learning.......... 21-22
3.1.2 Selecting modes of Cooperative Learning.......... 22-23
3.1.3 Designing Processes of Cooperative Learning.......... 23
3.1.4 Group Building.......... 23-24
3.1.5 Group Norms ..........24-25
3.1.6 Assessment Criteria.......... 25
3.1.7 Preparation of Learning Materials..........25-27
3.2 Instructional Strategies in Implementation Stage.......... 27-30
Chapter 4 Cooperative Learning Assessment ..........30-38
4.1 Problems in Traditional Assessment ..........30
4.2 Cooperative Learning Assessment ..........30-38
Chapter Five Methodology ..........38-52
5.1 Research Questions ..........38
5.2 Subjects.......... 38
5.3 Instrument.......... 38
5.4 Research Procedure.......... 38-42
5.4.1 Phase One ..........39
5.4.2 Phase Two ..........39-41
5.4.3 Phase three.......... 41-42
5.5 Results and Analysis.......... 42-52
Conclusion
This study began with an introduction of cooperative learning, and then theliterature review of cooperative learning，and then the author introduced theimplementary strategies of cooperative learning and cooperative learning assessment.Based on all these theoretical bases, the author conducted an experiment to test theeffect of cooperative learning and cooperative learning assessment. The author did theexperiment in Xinjiang Kuerle No.2 middle school，and there were 60 participants fromclass 4 in senior one, and the experiment lasted for 16 weeks. The author usedquantitative and qualitative instruments to collect data. After analysis of the statistics ofthe experiment，the author found cooperative learning and cooperative learningassessment is more effective than traditional classroom teaching.
Cooperative learning is one of the best researched of all teaching strategies, and itis an instructional strategy that simultaneously addresses academic and social skills. It isa well researched instructional strategy that has been highly successful for manyteachers and learners. The results show that cooperative learning and cooperativelearning assessment not only can promote students' intelligent development, but alsocan enhance students' non- intelligent development. A primary benefit of CL is that itcan cultivate students to form positive attitudes toward cooperative learning. Forexample, it enhances students* self esteem which in turn motivates students toparticipate in the learning process (Johnson & Johnson 1989). Cooperative effortsamong students result in a higher degree of accomplishment by all participants (Slavin，1987). CL reduces classroom anxiety created by new and unfamiliar situations faced bystudents (Kessler, Price & Wortman 1985). In traditional classroom，when a student isasked to answer some questions, the student will be the focus of the whole class. Whilein cooperative learning，the whole group is the focus. It also reduces students' testanxiety, because CL provides many opportunities for alternate forms of student assessment (Panitz and Panitz, 1996). It can also create positive, harmoniousclassroom atmosphere, what's more, it can promote students to form good learninghabits and attitudes toward English, it can also enhance students' self- confidence andcommunicative skills, learning interest and motivation and social skills.Although the research tested cooperative learning is effective, it wouldn't workwell if we didn't effectively use it.
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