英语论文网

Chapter 2 Literature Review

2.1 Definition of Key Terms

2.1.1 Cooperative Learning

The concept of collaborative learning emerged in the United States in the 1970s andunderwent nearly two decades of development before reaching a mature theoreticalframework by the mid-1980s.Currently,due to varying practices in different countries,interpretations of collaborative learning differ across the globe.Notable definitions ofcollaborative learning in the United States include those by Johnson Brothers and Slavin,while significant definitions in China include those by researcher Wang Tan of the ShandongProvincial Institute of Education Sciences,renowned Taiwanese educator Huang Zhengjie,and educational scholar Wang Hongyu.Wang Tan believes that Collaborative learning is ateaching strategy system aimed at promoting students’cooperation and achieving commonlearning goals in heterogeneous groups,with the overall group performance as the basis forrewards.Although researchers differ in the definition of cooperative learning,they areconsistent in grasping the connotation of cooperative learning implementation,which mainlyincludes the following aspects:The first is collaborative learning is conducted by variouslearning groups.The second is Collaborative learning emphasizes interactive activitiesamong students within the group.The third is Collaborative learning is a goal-orientedactivity.The Fourth is the reward system for collaborative learning is based on the overallperformance of the student group.And last is the distribution of learning tasks and thecontrol of the teaching process in collaborative learning are the responsibilities of the teacher.

2.2 Review of Studies on Mind Mapping at Home and Abroad

2.2.1 A Review of Studies on Mind Mapping Abroad

Mind mapping was first proposed by Tony Buzan.He has been devoted to thewidespread use and development of mind mapping,which has rapidly developed and beenapplied to many fields overseas.Especially in the field of education,foreign researchershave conducted relatively in-depth research and exploration on mind mapping.Researchersmainly focus on the following three aspects:

Firstly,the effectiveness of the application of mind mapping in daily teaching.Shiina etal.(2010)used mind mapping to assist Japanese students in vocabulary learning,and foundthat mind mapping can be used as an efficient learning tool,which can effectively improvethe effectiveness of vocabulary learning through tracking and investigation of learningoutcomes.D.Hallen and N.Sangeetha(2015)compared the use of mind mapping in highschool English teaching with traditional classroom teaching methods,and the results showedthat the application of mind mapping made English teaching more efficient.

Secondly,research on mind mapping as a teaching strategy.Zipp,Maher,and D’Antoni(2009)proposed the teaching strategy of the“mind mapping teaching method”.The studyfound that the use of mind mapping can cultivate students’critical thinking.Moreover,in-depth research found that this innovative teaching strategy can also systematically integratelearned knowledge,which is conducive to improving students’learning ability.

Chapter3 Research Theoretical Basis ...................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。