1.2 Background for the application CL in Hangzhou No.13 Middle School

In recent years, the method of cooperative learning has been widely used in middle school English teaching, and it has also achieved developmental results in China. However, the different teaching experience of each teacher has led to the difference in the understanding of the cooperative learning. So the teaching effects of the classroom are also quite different. In Sept. to Dec. last year during the internship of No.13 Middle School in Hangzhou, the results are obtained through students’ own cooperative learning practice, and by the observation and reflection on other teachers and communicate with them after class. The school has already used the CLT in previous teaching, but there are still some problems in teaching.

Falsity. In order to make the classroom’s atmosphere seem active, teacher lets the students actively participate in the classroom study. The teacher tries to use the group discussion to help the students participate in the discussion of the problem. Although the classroom looks very lively, the results are often not as good as expected. Some groups discuss under the leadership of the group leader and lose their enthusiasm.

Fixity. When the group shows the results of the discussion, the speakers are usually a fixed number of people, most of the opinions are the result of personal opinion rather than the group. It is always the fixed person involves in the discussion, and other members of the group may lose interest in the topic and even do not participate in the discussion. What’s more, the results of each group are full of repetition, and the answers are few.

Incompleteness. Teachers often let the students discuss the task immediately after assigning the task, so the students lose the time to think independently. In the course of the discussion in the whole class, the teacher was unable to supervise each group, and some of the groups discussed the content that was completely irrelevant to the task. This is a waste of teaching time in the classroom, which can not reach the expected effect.

Lack of awareness. In the English class, when the students do a group discussion, they should have tried

to use English for communication. But in the actual situation, the students do not have such a sense. They talk to others with a large number of Chinese during the communication. In this way, it is difficult for students to improve their English pragmatic competence.

Incomprehension. In group cooperative learning, students do not have a clear understanding of their assigned roles and responsibilities. They don’t know the reason why teachers need to use group cooperative learning. Due to that, they fail to improve the awareness of cooperation.

And for teachers, through the observation of the classroom and the discussion with the teacher after class, the writer comes to the present situation of the teachers in school.

Misunderstanding of task. Some teachers think that the cooperative learning is to let the students discuss in the group. Some teachers do not fully understand the theory of cooperative learning, and fail to make students aware the significance of cooperative learning, nor did they teach their students cooperative learning skills and abilities. The learning tasks assigned by teachers are mostly focused on better students. This kind of classroom seems to be lively, but the effect is not good.

Discussion without thinking. Too much discussion takes the place of students' independent thinking. Some teachers immediately let the students discuss in the group after they arrange the task, which makes the students lose the time of independent thinking. The group discussion without the independent thinking is inefficient and can not achieve the expected results. Such a classroom discussion will soon end, which makes both students and teachers feel embarrassed.

Unreasonable grouping. Group members are not matched properly. In the traditional teaching concept, teachers often arrange a good student in a group to drive other students. But in cooperative learning, the group members' collocation also takes into account the gender, personality and other factors. If the collocation of group only according to the grades, the good students in this group tend to be arrogant, and bad students will become more and more self-abased and not participate in the group discussion. 初中英语课堂合作学习的效果研究(3):http://www.chuibin.com/yingyu/lunwen_205934.html