Day 10 Transforming EFL Classes from Lecturing to Cooperative Learning思维导图
从课堂讲授到合作学习的英语课堂转变相关内容讲解
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思维导图大纲
Day 10 Transforming EFL Classes from Lecturing to Cooperative Learning思维导图模板大纲
I. INTRODUCTION
lecturing still predominates the class with occasional student engagement and contribution.
Teachers in large classes are confronted with more problems than before
Cooperative Learning (CL) can be a way out
students’ academic achievement
improved problem-solving strategies
critical faculties
moral growth
II. TRANSFORMED ROLE OF TEACHERS AND STUDENTS
A. Dewey’s Interactive Naturalism and Humanism
B. Positive Effects of CL in EFL Classes
First, it provides supportive and expanded opportunities for learners to use the target language.
Second, it contributes to students’ psychological health.
Finally, it promotes the democratic climate of the classroom and students’ critical thinking and democratic consciousness.
III. CHALLENGES: AUTHORITY SHIFT AND CONTEXTUALIZED FACTORS
Authority shift in classroom can be disconcerting for many teachers
Contextualized factors
local context
the classroom and school organizational structures
larger context
national policies about standardized tests
collective norms in Chinese culture
hierarchical social structuring
IV. CONCLUSION
traditional knowledge-transmission approach
minimizes interactions between teachers and students
fails to develop students’ language skills
CL approach
leaners
create a student-centered and liberal environment
to construct their learning and develop their moral qualities.
Teachers
as monitors and evaluators
knowledge facilitators
group
Group members’ trust and encouragement
a low-anxiety environment
students’ comprehensible input and productive output
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