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yothers and is internalized by the subject. Therefore, knowledge can not bemechanically taught to students, it is necessary to rely on the students in accordancewith the previous knowledge and experience of the initiative to build.
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Chapter Three Research Methodology....26
3.1 Research Questions............26
3.2Participants............26
3.3 Instruments........27
3.3.1 Questionnaire......27
3.3.2 Interview....28
3.3.3 Classroom Observation..........29
3.4 Research Procedures............30
Chapter Four Results and Discussion........31
4.1 Problems in the Implementation of Cooperative Learning......31
4.2 Factors Influencing Effectiveness of Cooperative Learning............37
4.3 Strategies for Improving the Effectiveness of Cooperative Learning in SmallClass ............42
Chapter Five Conclusion........52
5.1 Major Findings..........52
5.2 Implication and Limitation of the Present Study........53

Chapter Four Results and Discussion

4.1 Problems in the implementation of cooperative learning

According to the data gathered from questionnaire, interviews and classroomobservation, the author finds four common problems in cooperative learning in smallclasses.In the process of cooperative learning, the roles of teachers and students havebeen redefined. The roles of teachers have changed into a mentor, partner andpromoter who have huge knowledge reservation and respectable charmingpersonalities. For students, they are the masters of learning. They are builders ofknowledge, masterminds of their own learning activities. However, from the datagathered in classroom observation, the author finds that some teachers can't fit in theirnew roles well. Some middle-aged teachers have been habituated to the traditionalteaching pattern. They are the center of teaching, controlling the whole course ofteaching. Although they respond to the use of cooperative learning in the classroominstruction, they are still fully authoritative in control of the entire class. Theirteaching types of cooperative activities are various ，but as a matter of fact they arestill traditional. What’s more, some teachers even go to the negative side. Theymainly focus on the role of students in their study and the students are much too freein the classroom. There is no continuous monitoring and timely instruction; Learningactivities of students are waste of time and their learning efficiency is quite low. Bothof them lack of appropriate understanding of their role in the process of thecooperative learning.

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Conclusion

As noted above, cooperative learning at a small class might encourage thestudents to participate in group activities more effectively, discover and exploreknowledge more initiatively. Besides, it stresses the promotion of learners' emotionalcommunication, the cultivation of their awareness of cooperation and the training oftheir practical operating abilities. It provides a great path for the comprehensivedevelopment of the students. Although many researchers advocate cooperativelearning, how to apply it more effectively in a small class could be very challenging.The analysis given above might be regarded as some warnings which should beconsidered if the effectiveness of cooperative learning is to be achieved at a smallclass.Firstly, the本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。