文摘
英文文摘
Acknowledgements
List of Tables
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 A Brief History of Cooperative Learning
2.2 The Definition of Cooperative Learning
2.3 Basic Elements of Cooperative Learning
2.4 Cooperative Learning Methods
2.4.1 Student Teams-Achievement Divisions(STAD)
2.4.2 Jigsaw(JIG)
2.4.3 Learning Together(LT)
2.4.4 Group Investigation(GI)
2.5 Theoretical Foundations
2.5.1 Motivational perspective
2.5.2 Social cohesion perspective
2.5.3 Cognitive perspectives
2.5.4 Second language acquisition theories
2.6 Previous Studies on Cooperative Learning
2.6.1 Previous studies abroad
2.6.2 Previous studies at home
Chapter Three Research Methodology
3.1 Research Design
3.2 Subjects
3.3 Introduction to the Cooperative Activity-“Research Project”
3.4 Procedure
3.5 Instruments
3.5.1 Questionnaire
3.5.2 Interview
3.5.3 Classroom observation
3.5.4 Retrospective summary
3.6 Data Collection
Chapter Four Results and Discussion
4.1 Students’Views on the Current Practice of Cooperative Learning
4.1.1 General impression of cooperative learning
4.1.2 Group formation
4.1.3 Roles of group members
4.1.4 Appointment of group leaders
4.1.5 Selection of topics
4.1.6 Group process
4.1.7 Teacher’a use of language
4.1.8 Teacher instruction
4.1.9 Assessment of cooperative learning
4.1.10 Teacher and student roles
4.2 Problems in the Current Practice of Cooperative Learning
4.2.1 The breakdown of communication and overuse of Chinese
4.2.2 Insufficient group discussion
4.2.3 The other problems
4.3 The Current Situation of College Students’Cooperative Awareness and Cooperative Skills
4.3.1 The current situation of college students’cooperative awareness
4.3.2 The current situation of college students’cooperative skills
4.4 Factors Influencing the Effectiveness of Cooperative Learning
4.4.1 Individual accountability
4.4.2 Promotive interaction and cooperation among group members
4.4.3 Cooperative and communicative skills
4.4.4 Active participation and discussion by group members
4.4.5 Harmonious teacher-student relationship
4.4.6 Intriguing learning tasks
4.4.7 Proper group formation
4.4.8 Relaxed and pleasant classroom atmosphere
4.4.9 Friendly attitude from the teacher
4.4.10 Sufficient preparation before class
4.4.11 The other factors
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Research
5.4 Suggestions for Further Research
References
Appendix Ⅰ Questionnaire One
Appendix Ⅱ Questionnaire Two
Appendix Ⅲ Questions for the Interview
