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1、合作学习在大学英语写作课堂中的应用TheApplicationofCooperativeLearninginCollegeEnglishWritingClass大学本科外语学院1.引言 1.1 选题及意义 1.2 研究目的 1.3论文结构2.文献综述 2.1合作学习2.1.1合作学习的概述2.1.2 合作学习的意义2.2 写作教学 2.2.1英语写作教学的重要性 2.2.2 写作教学的存在问题2.2.3合作学习下的写作教学的意义 2.3国内外研究状况3 合作学习应用到写作教学中的理论 3.1 认知理论3.2 人本理论3.3 交际理论4合作学习应用到写作教学中涉及的重要因素 4.1积极的相互依赖
2、4.2 促进性的互相影响4.3 个体的责任4.4社交技能的发展4.5小组的互评5 合作学习应用到写作教学中的原则 5.1客观原则 5.2分组原则 5.3评价原则6合作学习应用到写作教学中的具体步骤 6.1写前准备阶段6.1.1教师布置写作要求并将学生分组6.1.2小组讨论、记录6.1.3教师组织每组报告讨论结果 6.2 合作写作阶段 6.2.1组内学生分工写作 6.2.2小组协商整合一稿6.3 写后修改阶段 6.3.1随机异组互改后返还二稿6.3.2组内根据建议讨论修改出三稿6.3.3教师批改AbstractTo meet the development of globalization an
3、d the demanding of international communication, English Writing, as an output English application skills, become more and more significant in all fields. However , English writing is a comprehensive application of English knowledge ,which often make the students lost enthusiasm and interest. Now pro
4、duct-based writing approach is used in most college writing class, which also cant fix this problem.This dissertation refers to cognitive theory, humanism theory and communication theory to find out the cooperative learning strategies ,aiming to melt Cooperative Learning into college writing class .
5、 This new teaching mode is to make the writing process more creative and communicative so that to improve the students English writing abilities and arouse their interest and give some advise to the College English Writing teachers in teaching writing. Key words: Cooperative Learning; College Englis
6、h Writing; strategy摘 要为满足经济全球化的发展和国际交流的需要，作为一个输出型英语应用技巧英语写作在各个领域中变得越来越重要了。但是英语写作是一项对英语知识综合应用的实践，往往导致学生失去热情和兴趣。而现在在众多大学英语写作课堂中应用的结果写作教学法也没能解决这个问题。本选题参考了认知理论，人本理论，交际理论来探寻合作学习的策略，旨在把合作学习融入大学写作课堂。这个新的教学模式将使得写作过程更具创造性和交际性，以此来提高学生的英语写作能力，唤起他们对英语写作的兴趣，并对大学英语写作课的老师的写作教学提出建议。关键词：合作学习；大学英语写作；策略iiiContentThe A
7、pplication of Cooperative Learning in College English Writing Class1. Introduction1.1 The meaning of this researchAs is known, English Writing is a practical activity to integrate the knowledge of English, which is one of the four basic skills of listening, speaking, reading and writing. However, th
8、e current teaching situation of college English writing is difficult to satisfactory. Teachers , more often than not ,pay less attention to English Writing .As for how to teach English writing ,some teachers are not only lacking of relevant theoretical foundation to follow but also have no unceasing
9、ly practices aimed to the students weakness. Or some teachers just transfer the skills on books and dominate the whole learning process, which makes students bored and distracted in classes. They urgently need a set of systematic teaching guiding for English writing, to solve the students problems i
10、n the writing process and promote the students interest in writing. A good teaching method can strengthen the relations between students or between teachers and students and fully make the students as the leaders. It changes the teacher-centered mode in which students seem to be fed the English know
11、ledge by the teachers. Writing teaching has always been the weak part of college English teaching in China. In order to solve this problem, the author promotes to use cooperative learning to teach the college students how to write. Cooperative learning, currently as one of useful and effective teach
12、ing theory and strategy, has been adopted by educational authority in many countries. This teaching method with student-oriented teaching is required each student cooperate with his group members, as much as possible to provoke students subjective initiative, improve students English writing learnin
13、g motivation and fully mobilize students individual potential. The author attempts to melt the application of cooperative learning into college English writing teaching, aiming to find out how to organize effective cooperative learning in college English writing class.1.2 Purposes and objectivesTo t
14、each college English writing, the teachers should have a deep realization to the situation of their students. As the class organizers, they are supposed to know the students writing ability, think about how to narrow the gap between students and the requirements of new curriculum and promote the usa
15、ge of the students comprehensive language ability in reading and writing , which is beneficial to the students future development.In order to stimulate the English writing motivation of college students , the dissertation aims at constructing a new teaching mode ,implementing Cooperative Learning in
16、 the college English writing class to arouse their English writing learning motivation and give a suggestion in how to teach college English writing. 1.3 Organization of this dissertationThis dissertation is composed of six chapters:Chapter one tells the reasons of undertaking this research and its
17、purposes. After the opening introduction, Chapter two deals with an overview of cooperative learning and the significance of college English writing as well as its deficiency . It also includes the necessity of English-writing teaching guided by cooperative learning and previous researches of cooper
18、ative learning and English writing at home and abroad. Chapter three introduces three basic theories of cooperative learning, including cognitive theories, humanistic theories and communicative competence theories. Chapter four is about five essential features of the application of cooperative learn
19、ing in college English writing class, such as positive interdependence, face to face promotive interaction and individual accountability, etc. Chapter five provides what general principles should be kept in class process. Chapter six is an important part of this thesis, mainly focusing on designing
20、a class which is applying the cooperative learning to college English writing class.2. Literature Review 2.1 Cooperative Learning2.1 The overview of Cooperative LearningAbout two thousand years ago, as the old saying in the Chinese ancient educational classic goes, Someone to learn alone without fri
21、ends is ignorant and “Two heads better than one” ,emphasizing the importance of cooperation in the learning process. In the west, as early as in the first century AD, the Roman scholars were pointed out that the students can benefit by teaching each other. In fact ,cooperative learning was started i
22、n the United States in 1970s, by leaps and bounds ,advanced in development later. Because it can ease the social psychological atmosphere in class and improve the students performance and encourage more communication, cooperative learning causes the attention all over the world. It is regarded as on
23、e of the mainstream of contemporary teaching theory and strategy. Its characteristic is working together in a small group ,share their opinions with their group mates and accomplish goals cooperatively.2.2 The meaning of Cooperative LearningCooperative learningis a creative and effective teaching st
24、rategy in the world, which can make each groups of students evolved their conscious activity and potentiality. Since the late 90s, our country has studied in the cooperative learning and got a good respond. There are many related researches. Bruner（1985）claims that Cooperative learning can help the
25、students to solve the problems because each student has their own ideas which can bring new elements. While Ma Lan(2008) probes into the applications of Cooperative Learning in Vocational schools according to the situations of English teaching and contends that Cooperative Learning can improve the s
26、tudents study ability.Mei Chongfeng(2012) clears up the domestic and foreign studies about the Application of Cooperative Learning in high school English Writing and states its positive meaning and summarizes five basic elements in Cooperative Learning, including positive interdependence, face-to-fa
27、ce promotive interaction, individual accountability, social skills and group processing.2.2 College English Writing 2.1 The Necessity of College English WritingTo meet the development of globalization and the demanding of international communication, College English Writing, as an output English app
28、lication skills, become more and more significant. English teachers are supposed to be aware of the skill of writing well in a second language and pay special attention on it and relevant researches are put forward gradually.Donn Byrne (1988) puts forward writing is more an approach of thinking than
29、 merely a language skill. Liu Runqing(1999) says only the writing level could reflect a persons language accomplishment indeed. Maria Palmira Massi(2001) contends writing is a way to exchange the new ideas and communicate with others literally. 2.2 The Problems of College English WritingCollege Engl
30、ish writing is caught more and more concern. However, writing is a comprehensive application of English knowledge, which often make the students lost enthusiasm and interest. Whats more, higher standard in College students English writing ability was asked in new college English curriculum requireme
31、nts, promulgated by the ministry of education in 2007. (1)Students should write a short report according to the given information;(2)Students should write summary according to the reading materials;(3)Students should write coherent and compete essays to express their viewpoints and attitudes to give
32、n information;(4)The writing should be strict to the nomative requirements and the expression should be clear and smooth.With the higher standard, the English writing level of college students is harder and harder to be satisfied. Huang Zhiwei(2007), a domestic researcher, believes the implementatio
33、n of Cooperative Learning has taken effect in English teaching in high school, but it is still lack of a further study and improvement in English writing. To improve the quality of college English writing is extremely urgent.2.3 The Meaning of the Application of Cooperative LearningAt present, the a
34、pplication of cooperative learning is used in the field of English teaching widely. However, there is only little study about the application of cooperative learning in College English Writing Class. Although cooperative learning can arouse students learning initiative, increase their efficiency, st
35、rengthen team awareness and improve their cooperative social skills, it also need more time for them to discuss and revise and the operating mode breaks the traditional teaching method. Therefore, this application still need to be further discussed.The study refers to cognitive theory, humanism theo
36、ry and communication theory to find out the cooperative learning strategies, which is order to fix the problems in College English Writing Class. This new teaching mode is to make the writing process more creative and communicative so that to improve the students English writing abilities and arouse
37、 their interest.2.3The Previous Researches of Cooperative Learning in College English Writing at home and abroad Cooperative learning shows much more superiority than the traditional English writing because it plays an essential role in improving the social and psychological atmosphere. In fact, the
38、re are few advanced scholars had put forward their views on the application of cooperative learning and we still can see the bright prospect from them. Jiang Yuanyuan(2013) does an empirical research on the Application of Cooperative Learning in high school English Writing teaching. The result shows
39、 Cooperative Learning is an effective teaching mode which can improve the English writing level ,ease the anxiety in writing, activate classroom atmosphere and strengthen students self-confidence. Sun Mingzhu(2013) also does the same empirical research. She finds that Cooperative Learning can make t
40、he students writing positively and the Application of Cooperative Learning in high school English Writing teaching is an effective teaching mode and has a bright prospect.Besides , Foreign researchers Flower and Haye(1981) regard writing progress as a process of socialization. They advocate Cooperat
41、ive Learning because it can encourage students to help each other and give peer feedback to achieve the writing task cooperatively. Students can find their own deficiency and be inspired when they evaluate others writing and learn cooperative social skills through interactive actions. Zamel(1983) pr
42、efers to regarding writing process as a collective and cooperative action, rather than the writers own behavior. He melts Cooperative Learning into writing process and finds that the students can work cooperatively and activate classroom atmosphere so that the students can put forward more useful an
43、d creative ideas, such as brainstorming.In a word, all above researches have contributed much and show the application of cooperative learning in college English writing teaching is worthwhile and valuable.3. Theories of Cooperative Learning in College English Writing Teaching3.1 Cognitive TheoriesC
44、ognitive elaboration theory and cognitive development theory are complementary to some extent. As for cognitive development theory, Piaget states that students progress in learning depends on the equilibration process which is a process of self-adjustment; it involves the consistency of problems sol
45、ving and cognitive conflict; through the cooperation between individuals, students constantly adjust their cognitive conflicts so as to make progress (Piaget, 1950). Language is a system of arbitrary vocal symbols used for human communication; therefore only through interacting and communicating wit
46、h others can students master and acquire a foreign language. During the process of group cooperative learning, students are not only the active recipients of language forms, but also the principal part of group learning; they must explain and defend their views in order to solve the problem. Differe
47、nt from cognitive development theory, cognitive elaboration theory tells information that is already available in their memory, and they must conduct certain form of cognitive restructuring or elaboration on the materials (Wittroch, 1978). In other words, learners need to internalize their external
48、learnt knowledge, and combine old knowledge with new knowledge, and then transforms the knowledge into learners own stuff. In the process, learners acquire new knowledge and consolidate original knowledge through explanation and demonstration, and eventually enrich their knowledge and improve their ability. In group activities, students convey information to others through interaction and explanation, which helps students to further understand and consolidate what they have learnt. In the process