创设合作学习教学情境， 降低高职学生情感障碍教学研究,A Study on Creating Cooperative Learning Teaching Situation, Decreasing Higher Vocational Students Affective DisturbanceSupervisor 韩美竹,Click to add your text,Contents,2211 Introduction Literature Review The Research Methodology Findings and Discussions Conclusion,Introduction,The reasons forthe Study,Literature Review,Theoretical Foundation,The Definition of Cooperative Learning,Modern Methods of Cooperative Learning,The Co-relation Between Cooperative Learning and Affective Disturbance,Cooperative Learning Theory,The Research Methodology,Research Subjects,The participants are students from Coal and Chemical Department in Jinzhong Vocational Technical College. Cooperative learning method and teacher-centered teaching are separately used in Class1 and Class2. Altogether 84 students participate in the experiment. There are 40 students in Class1 and 44 students in Class2.,Hypothesis,Cooperative learning can enhance students motivation in English learning, raise their confidence and decrease their anxiety. The roles of students and teachers will be transformed greatly. Students will make great progress in reading test scores. Students will make good progress in writing test scores.,Research Instrument,Questionnaires Test Papers Interviews,The Formation of Cooperative Group,According to the heterogeneousprinciple ,experimental class is divided into 10 groups with 4students in each group.,Cooperative Learning Procedures,Procedure1,Procedure2,Procedure3,Procedure4,Positive Goal Inter- dependence,Positive Assignments and Materials Inter- dependence,Positive Roller Inter- dependence,Positive Award Inter- dependence,Findings and Discussions,Students Interest and Motivation,Students Confidence,Students Anxiety,Teachers roles in Experimental class,Teachers role in Controls class,Students Roles,The Comparison of the Written Scores,The Comparison of the Reading Score,Conclusions,There are great affective disturbance of higher vocational students in English learning. In cooperative learning, experimental class students admit their affective disturbance has been changed greatly.Experimental class students admit the roles of students and teachers have been changed pervasively.,Conclusions,. Reading and writing scores of the experimental class students cant be increased clearly because of some reasons. Especially, the students written ability make no great progress. Its a long period of improving written ability, not only one term.,山西师范大学外国语学院 陈树英,Thank You !,