大学英语教学中的合作学习研究

Abstract: This paper attempts to discuss the application of cooperative learning in college English teaching, following the analysis of experimental data, based on linguistical theories and psychological theories, from the case of analysis of some non-English major undergraduates in Hunan Agriculture University. Meanwhile, the paper puts forward some suggestions on how to solve these problems which may exist when cooperative learning is carried out. It is hoped that the research is of great significance to college English teaching.
 
Key words: Cooperative learning; College English teaching; Cooperation 

摘 要：本文以语言学、心理学有关理论为指导，以湖南农业大学部分非英语专业本科生为研究对象，介绍了合作学习的模式，通过实验数据等分析，论述了合作学习在大学英语教学中的具体运用。同时本文对合作学习在实施过程中存在的问题进行了分析，并提出了一些建议，望能对大学英语教学有裨益。

关键词：合作学习; 大学英语教学; 合作

Introduction
The time since 1970’s has witnessed a pervasive educational approach in the United States. Abundant of experiments carried out there have proved the positive effects of cooperative learning on student achievements. However, the principle of cooperative learning was not introduced into China until the early 1990s, when some Chinese educators began some studies on this field, from which the benefits are apparently seen, especially in the college English teaching[1].
This paper, consisting of five chapters, aims to demonstrate the usage of cooperative learning used in college English teaching founded on various theories and some researches and questionnaires launched in Hunan Agriculture University, and to justifiably certify its appropriateness in education.
The first part focuses on the brief history of cooperative learning at home and abroad. As early as 1900s, a number of psychologists launched some researches on the comparison between the performances of individuals and groups to determine which one more productive[1]. In the late 1930s to the 1940s, the field of group dynamics attracted the attention of many psychologists. Kurt Lewin was one of the leading members in the arena of this research. And Morton Deutsch, his student, continued the development of Group Dynamics Movement in the late 1940s. In the past 30 years, Lewin’s heritage continued on from one generation to generation. The idea that one’s behavior is the result of the interaction of persons with their environments, as to study increasing mutual creativity and learning situations [2].