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Li, Jia
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合作学习(Cooperative Learning),是一种以小组合作为基本形式的教学方法。小组成员为了达到共同的目标而互助合作,从而提高小组整体的学习成效。合作学习被誉为近几十年来最重要和最成功的教学改革,并已公认为是一种比较理想的教学模式。




Teaching of essay writing is always the weaker chain in Chinese education. In Singapore, primary education still uses traditional ways in teaching Chinese essay writing. This method neglected the students being the leading roles (or subject matter) and teachers had become the lead of all activities, and therefore the classroom’s teaching had replaced the classroom’s activities.

Cooperative Learning is a teaching method that combines small group’s interaction as the foundation. In order for the group members to achieve the common goals and objectives, it has to improve learning outcomes for the group as a whole. The Cooperative Learning known as the most important and successful teaching reform in the recent decades and it has been recognized as an ideal teaching method.

The theory of Cooperative Learning is critical and new innovation in the west, in recent years. Liu Xizai (刘熙载) a scholar in Qing Dynasty in his book of 《艺概•文概》 mentioned the “Introduction, Elucidation, Transition, Conclusion” hypothesis and practice; it is the vital of classic Chinese writing. This dissertation has applied wide ranges of Cooperative Learning and Chinese writing teaching and relevance hypothesis and practices, to advocate independence, corporation and research-based teaching methods. Through Cooperative Learning to enable students becoming the main focus of study and activities, teachers are just the guide of their learning journey. Also, we try to explore ways to solve the problems for teaching methods of Chinese writing in the Singapore’s primary schools and to achieve an ideal result of “Teach Less Learn More".

My research and hypothesis are aim to deliver the combination of Cooperative Learning and the teaching methods of Chinese writing skills applied in primary school pictures writing as well as comprehension. Two classes of Primary Three and Primary Six in Clementi Primary School are my experiential subjects. We had applied 6 months of Cooperative Learning and writing in both research class and control class. Let our students experiencing the Chinese writing based on the principle of “Introduction, Elucidation, Transition, Conclusion”, it may develop better classroom learning culture and improve the interest of students in Chinese writing, it help to reduce the anxiety of Chinese writing for the students.

Chapter 3 and Chapter 4 will illustrate the details of my research, which contented 4 major parts of the research, which are (I) Design, (II) Practical, (III) Conclusion and (IV) Reflection. Chapter 5 of this dissertation will be the conclusion and suggestion. Hopefully, I can provide some suggestions for my fellow researchers and colleagues by sharing my issues and the limitation of research; it may be useful or serve as a reference to them.
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PL1271.5 C43
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Appears in Collections:Master of Education

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