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1、Reflection on the Implementing of Cooperative Learning in College English Classroom【Abstract】At present， lecturing approach is the main method of English teaching. Students learn English just through receiving knowledge from teacher. In students learning conscious， there is no using English to commu
2、nicate or through mutual help and encourage between students to improve themselves. Under this circumstance， students can only get the knowledge of English or get high scores， the ability of using language is hardly achieved. And in modern society， communication skills and team work abilities are in
3、dispensible for a person. Therefore， Cooperative Learning method is being placed in an important position. As a new teacher， the author puts the method of Cooperative Learning into practice. It changes the relationship between teacher and students， updates teaching method， arouses the enthusiasm of
4、students， encourages student participation and cooperation ability. But there are still some places need to reflect and improve. Combined with some theoretical knowledge and practical conditions， the author finds out more feasible strategies to implement Cooperative Learning in our future teaching.
5、【Key words】cooperative learning； reflect 1. The Definition of Cooperative Learning Murray（1994：34-36）defines cooperative learning as a family of pupils working together.The class typically is divided into groups of three to six children usually of the same age，but differing in ability， ethnicity and
6、 gender. In China， the representative scholar of Cooperative Learning： Wang Tan （2000： 3） defines as “a teaching strategy system which aims to students cooperate in heterogeneous group， reaches the common goal and regards the whole performance as reward basis.” The above conceptions by different res
7、earchers share the common ideas of cooperative learning，that is，students work based on coordinate relationship in heterogeneous groups to accomplish the common goal.“Positive interdependence”， “mutual help”，an “individual accountability” are essential to achieve the common learning goal. The heterog
8、eneous members are the basis of establishing coordinate relationship， the common goal is the momentum of cooperating. 2. The Practice of Cooperative Learning Content： New College English 1， Unite 2 Friendship， writing. Cooperative Learning group： grouping based on scores of students. Six students ma
9、ke a group. There are 12 groups. Tasks and steps： task 1， warming up questions. Students discuss the topic with their team in five minutes. And one student of each group shows their ideas. Task 2： every group should make a poster. Teacher shows how to make a poster. Every group shows poster to stude
10、nts and teacher. Teacher gives an appropriate evaluation. Task 3： Students write a passage based on their poster. Members of group correct their writing mutually， and choose the best one to show in the class. 3. Analysis the Practice of Cooperative Learning 3.1 The Positive Effect of the Practice 3.
11、1.1 Extensive participation In the activities， students show much interest and take part in discussion actively. That accord with “facing all students， developing their characteristics” put forward by the New Curriculum Standard. Since the topic has a close relationship with students life， they have
12、 heated debate. 3.1.2 Active atmosphere It create a more relaxed and friendly context for students to learn. For teachers， its relatively quick and easy to organize the class activities. For students， it promotes them autonomy by allowing them to make their own decisions rather than follow the teach
13、ers. 3.1.3 Divergent thinking It allows students to work together rather than under teachers guidance. Students dare to imagine and innovate. Under such active atmosphere， they ponder a problem from many angles. For instance， as to “what is friendship” this topic， the answers are limit in person， in
14、clude a pet or a precious thing. They can think this question from different aspect. 3.1.4 Effective teaching The effective can be proved in two aspects： effect and efficiency. Just in two classes， the abilities of speaking， writing， listening， negotiation， organization， cooperation， and writing are
15、 developed. Before class， the author have divided students into 12 groups， the difficulty of task is increasing gradually， and choose a topic which students want to say， want to think， to discuss. Therefore， the classes are almost accomplishing the desired goals. From these advantages， Cooperative l
16、earning can be defined as a “strategy” for the classroom that is used to increase motivation and retention，to help students develop a positive image of self and others，to provide a vehicle for critical thinking and problem solving，and to encourage collaborative social skills.（Catderon， 1987，and Christison 1990）. 3.2 The Problems of the Practice and Suggestions 3.2.1 Unreasonable grouping The author divided group only based on the scores， thus totally ignore thei
