Chapter 1 Introduction
1.1 Current Situation of English Teaching in College
根据最新修订的大学英语课程教学要求英语系的学生（2017年）的表格，英语毕业论文，大学英语教学的最终目标是培养学习者使用英语的良好全面的方式，尤其是在听力和口语，发展交际竞争力，以满足中国社会发展和国际交流的需要。许多英语教师在大学和学院在中国一直致力于自己的时间来学习英语的教学措施和学习策略。制度都在他们的意见，最好的方式来帮助学习者提高考试成绩。然而，许多学生可以读了很多，英语论文题目，但表达了一点。他们的英语被称为“哑巴英语”的，更遑论与外籍人士沟通。整体学习者的语言能力，尤其是听力和口语，仍然是从教师的期望。大多数大学和学院的英语课仍然以教师为中心或以物质为中心，就像在高中英语教学的措施。课堂结构是竞争和个人主义所有的时间。英语课，大多数教师还是从开始到结束讲课，而学生们往往扮演着非常被动的角色在学习英语，只是坐在那里记笔记。除为几个要好的同学站起来回答老师的提问，所有的类加入进来，尤其是对贫困学生的活动有几个。因为在传统的课堂，一些好的学生可以回答老师的提问，这意味着胜利，而其他的学生失去了这个“游戏”。它可以减少这些学生学习英语的兴趣。在这种情况下，教师发现很难提高学生学习英语的动力，更遑论提高自己的考试成绩。Based on the latest revised College English Curriculum Requirement fornon-English major students (2017), the final objective of college English teaching is todevelop learners to use English in a well-round way, especially in listening andspeaking, and to develop communicative competence so as to meet the needs ofChina’s social development and international exchanges.Many English teachers in universities and colleges in China always devote theirtime to study English teaching approaches and learning strategies. In their opinions, it’sthe best way to help learners improve exam results. However, many learners can read alot but express a little. Their English is called as “the dumb English”, let alonecommunicate with foreign people. The overall learners’ language competence,especially in listening and speaking, is still far from the expectation of the teachers.Most English classes in universities and colleges are still teacher-centered ormaterial-centered, just like the way to teach English in high school. The classroomstructure is competitive and individualistic all the time. In English classes, mostteachers still lecture from the beginning to the end, while students often play a verypassive role in learning English, and just sit there taking notes. Except for a few goodstudents standing up to answer the teacher’s question, there are a few activities for allthe class to join in, especially for the poor students. Because in the traditional class,some good students can answer the teacher’s question, and it means win; while otherstudents lose this “game”. It can reduce these students’ interest of learning English.Under this circumstance, teachers find it difficult to enhance all the students’motivation to learn English, let alone to improve their exam results.
在这样的情况下，越来越多的教师要注意当前的英语教学改革的重要性的。与传统的以教师为中心的模式相比，合作学习将更加强调对学生的活动，满足学生的心理需求，并密切关注学生为中心的（王坦，2017:198）。一些教师开始尝试运用合作学习他们的教学，从而激发学生的学习动机，建立一个宽松的课堂气氛。然而，这些只适用于教师教学组工作不可避免地发现，只有少数学生参与课堂活动的状态并没有改善的情况。有些学生还是自己学习英语，其他人觉得无聊，在课堂上使用组工作。有些学生在小组讨论巨响，即使小组讨论的话题是很有意思的，其他人保持沉默。有些学生不知道如何解决冲突，别人不知道如何赞美海誓山盟组工作。此外，大多数教师组工作，他们的英语课没有信心控制小组活动的时间，不知道如何有效地评估每个学生和组。面对这些挑战，一些教师放弃这种教学措施。无可否认，合作学习能惠及全体英语教师。这是一个更科学的方式组织类，让学生更多地参与小组活动，帮助他们建立信心和兴趣，并改变成主动的学习者。当然，所有这些目标必须实现与老师的帮助下，参与合作学习。英语教师，这是非常重要的理解合作学习的内涵和实施合作学习有用的，适合参与。In a situation like this, more and more teachers pay attention to the importance ofthe reformation of the present English teaching. Compared with the traditionalteacher-centered mode, cooperative learning puts more emphasize on students’ activity,meeting students’ psychological needs and pay close attention to student-centered(Wang Tan, 2017:198).Some teachers begin to attempt to apply cooperative learning to their teaching so as to stimulate students’ motivation and build a relaxed classroomatmosphere. However, those teachers who only apply group work to their teachinginevitably find th
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