The Effectiveness of Group Cooperative Learning Method in Badminton Teaching in Colleges and Universities

In college badminton teaching,teachers utilize the group cooperative learning method,which not only helps to improve students’badminton skill level but also cultivates their teamwork spirit,communication skills,and self-management ability unconsciously.In view of this,this paper mainly describes the significance of applying the group cooperative learning method in college badminton teaching,analyzes the current problems in college badminton teaching,and aims to discover effective development strategies for group cooperative learning method in college badminton teaching in order to improve the effectiveness of college badminton teaching.

Experimental Study of The Group Cooperative Learning in Oral English Class of English Majors

College students have better English foundations for them to develop English speaking abilities.However, most of them are not good at it compared with reading and listening.Therefore, teachers need to find out some methods to develop students' ability of Group Cooperative Learning to know their errors in time and make sure that they can benefit from it so that students have the enthusiasm to improve their oral English.The thesis is mainly about all empirical study of Group Cooperative Leaning in college English oral course.The major experiment was done with some English majors at North University of China.Though many subjects supported Cooperative Learning and believed that it did effectively reduce some anxiety in students' English oral learning and enhanced their interests, the improvement of their English oral ability is far from satisfaction.This thesis employs questionnaire survey and contrastive analysis methods.This research paper means to investigate the Group Cooperative Learning of oral English learning for college students.The thesis includes five parts.The first part illustrates the purpose, significance of the research and the definition of Group Cooperative Learning. The second part shows the research background from abroad and home, and the factors of poor oral English.The third part presents the research design of the author.The fourth part states the results and discussions about the research.The conclusion part summarizes the major findings of research and also explains the limitations of the author's research and further study about Group Cooperative Learning in oral class for English Majors.

MONITORING OF METACOGNITIVE STRATEGY TRAINING

The goal of education is to cultivate learner autonomy. Studies in metacognition suggest that the ideal way to accomplish this is through metacognitive strategy training. Research also indicates that effective training programs depend on monitoring. To cultivate self-regulation or learner autonomy, it is necessary to exert external monitoring at the beginning, and gradually reduce external supervision as the students become more autonomous. The present study argues for cooperative group learning and regular evaluation as the main monitoring strategies. A semester long study indicates that cooperative group learning, besides being valuable in cultivating social relationship, and fostering cooperation and learner autonomy, can also serve as a good monitoring strategy in metacognitive strategy training. Regular evaluation, when it is progress- oriented and learner-centered, and conducted at proper times, will also provide valuable information for students to check, evaluate and adjust their learning. Self-questioning sheets and learner portfolios are also useful techniques in monitoring students' learning.