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英文文献综述标准范文Title: A Comprehensive Review of the Impact of Social Media on Mental Health。
Introduction。
Social media has become an integral part of our daily lives, with millions of people using platforms such as Facebook, Instagram, Twitter, and Snapchat to connect with others, share their experiences, and stay updated on current events. While social media has revolutionized the way we communicate and interact, there is growing concern about its impact on mental health. This review aims to examine the various ways in which social media can affect mental health, including its potential benefits and drawbacks.The Impact of Social Media on Mental Health。
One of the most significant concerns about social mediais its potential to negatively impact mental health. Several studies have linked excessive use of social media to increased feelings of loneliness, anxiety, and depression. The constant exposure to carefully curated images and posts from others can lead to feelings of inadequacy and low self-esteem, especially among young people. Additionally, the pressure to maintain a perfect online persona can contribute to heightened levels of stress and anxiety.On the other hand, social media has also been found to have some positive effects on mental health. For example,it can provide a sense of community and support for individuals who may feel isolated in their offline lives. Online support groups and forums can offer a safe space for people to share their experiences and seek advice from others who may be going through similar challenges. Furthermore, social media can be a source of inspiration and motivation, as individuals share their success stories and personal growth journeys.The Role of Social Media in Mental Health Awareness andAdvocacy。
文献综述英文作文1. The study by Smith et al. (2018) focused on the impact of social media on mental health among teenagers. The findings revealed a significant correlation between excessive social media use and symptoms of anxiety and depression.2. In a different study conducted by Johnson and Brown (2017), the researchers explored the relationship between physical activity and cognitive function in older adults. The results indicated that regular exercise was associated with improved memory and cognitive abilities.3. A recent meta-analysis by Lee and Kim (2019) examined the effectiveness of mindfulness-based interventions for reducing stress and anxiety. The analysis found that mindfulness practices were effective in reducing symptoms of stress and anxiety across various populations.4. The research by Garcia et al. (2020) investigatedthe impact of sleep deprivation on cognitive performance. The study demonstrated that sleep deprivation led to impairments in attention, memory, and decision-making abilities.5. Another study by Patel and Jones (2016) explored the role of nutrition in mental health. The findings suggested that a balanced diet rich in fruits, vegetables, and omega-3 fatty acids was associated with lower rates of depression and anxiety.6. The review by Wang and Li (2018) examined the prevalence of smartphone addiction among college students. The review highlighted the negative consequences of excessive smartphone use, including decreased academic performance and social isolation.7. A study by Chang et al. (2019) investigated the relationship between social support and resilience in individuals facing adversity. The findings indicated that strong social support networks were associated with higher levels of resilience and psychological well-being.8. The research by Taylor and Smith (2017) explored the impact of music therapy on individuals with autism spectrum disorder. The study found that music therapy interventions were effective in improving social skills, communication, and emotional regulation in individuals with autism.。
A Study on the Problems and Strategies of Cooperative Learning inElementary School English ClassLiterature ReviewClass five, Grade 2013 Zhan FuqinAbstract: Cooperative learning is one of the learning methods that New Curriculum Reform has advocated. To cultivate students’ ability of cooperation and communication has become an important educational object. In order to meet the requirements of social development and school education, and to cultivate students’ ability of cooperation in a bett er way, we need to analyze the deficiencies and problems in the past researches; we also need to absorb and reference the existing research experience. We must find the new breakthrough of cooperative learning in order to cultivate students’ cooperative ha bits. Therefore, this paper makes a survey of these researches done to cooperative learning.摘要：合作学习是新课程改革倡导的学习方式之一。
英文文献综述万能模板范文Title: A Critical Review of [Research Area]Abstract:This review article aims to provide a comprehensive overview of recent developments in the field of [Research Area]. It critically analyzes key studies, identifies gaps in research, and highlights potential areas for future exploration. The review covers a wide range of topics, including [specific topics related to the research area], with a focus on their theoretical and empirical implications.Introduction:The field of [Research Area] has attracted significant attention in recent years due to its growing relevance in various industries and disciplines. [Research Area] encompasses a diverse range of topics, from [specifictopics] to [other related topics]. Despite its breadth, however, there is a paucity of literature that offers a holistic view of the field's progress and challenges. This review aims to bridge this gap by synthesizing the key findings and contributions of previous studies, while also highlighting areas that require further investigation.Methodology:To ensure a comprehensive and rigorous review, we searched for relevant articles published in peer-reviewed journals, conference proceedings, and book chapters. We focused on articles published within the last five years, as this period represents the most recent advancements in the field. We also included articles that were highly cited or had a significant impact on the field.Key Findings and Discussion:1. [Topic 1]: [Research Area] has seen significant progress in [Topic 1], with numerous studies exploring various aspects of it. [Provide a brief overview of the keyfindings and studies in this area, discussing their theoretical and empirical contributions.]2. [Topic 2]: While [Topic 2] has received some attention, there remain several unresolved questions and challenges. [Discuss the current understanding of Topic 2, identify research gaps, and suggest potential directionsfor future research.]3. [Topic 3]: Recent studies have begun to explore the intersection of [Research Area] and [Topic 3], offering new insights and perspectives. [Describe the emerging trends and potential implications of this intersection.]Conclusion:This review article has provided a comprehensive overview of recent developments in the field of [Research Area], focusing on key topics such as [specific topics]. While the field has made significant progress, there are still numerous challenges and unresolved questions that require further investigation. Future research should focuson addressing these gaps, while also exploring new directions and applications of [Research Area] in various contexts.References:[List of references, including journal articles, books, and other relevant sources.]Please note that this is a template and you would need to replace the placeholders (e.g., [Research Area], [specific topics]) with relevant information specific to your research area and topic. You can also expand upon each section, adding more details and citations as needed to reach the desired word count.。
英文文献综述的范文下面是店铺为大家整理的一些关于“英文文献综述的范文”的资料，供大家参阅。
英文文献综述范文How to Write a Literature Review ?I. The definition of Literature Review文献综述(Literautre Review)是科研论文中重要的文体之一。
它以作者对各种文献资料的整理、归纳、分析和比较为基础，就某个专题的历史背景、前人的工作、研究现状、争论的焦点及发展前景等方面进行综合、总结和评论。
通过阅读文献综述，科研工作者可花费较少的时间获得较多的关于某一专题系统而具体的信息，了解其研究现状、存在的问题和未来的发展方向。
II. The purposes of literature review And Its ComponentsA. The PurposesOn the one hand, it helps you broaden the view and perspective of the topic for your graduation thesis.On the other hand, it helps you narrow down the topic and arrive at a focusedresearch question.B. Its ComponentsThere are six parts in a complete Literature Review.标题与作者(title and author)摘要与关键词(abstract and key words)引言(introduction)述评(review)结论(conclusion)参考文献(references)III. Classification of Source MaterialsHow can we locate the materials relevant to our topics betterand faster? Basically, all these source materials may be classified into four majors of sources.A: Background sources:Basic information which can usually be found in dictionaries andencyclopedia complied by major scholars or founders of the field. Three very good and commonly recommenced encyclopedias are encyclopedias ABC, namely, Encyclopedia Americana, Encyclopedia Britannica, and Collier’s Encyclopedia. There are also reference works more specialized, such as The Encyclopedia of Language and Linguistics for linguistics and TEFL studies. Moreover, you may also find Encyclopedia on the web.B: Primary sourcesThose providing direct evidence, such as works of scholars of the field,biographies or autobiographies, memoirs, speeches, lectures, diaries, collection of letters, interviews, case studies, approaches, etc. Primary sources come in various shapes and sizes, and often you have to do a little bit of research about the source to make sure you have correctly identified it. When a first search yields too few results, try searching by broader topic; when a search yields toomany results, refine your search by narrowing down your search.C: Secondary sourcesThose providing indirect evidence, such as research articles or papers, bookreviews, assays, journal articles by experts in a given field, studies on authors orwriters and their works, etc. Secondary sources will informmost of your writingin college. You will often be asked to research your topic using primary sources,but secondary sources will tell you which primary sources you should use andwill help you interpret those primary sources. T o use theme well, however, youneed to think critically them. There are two parts of a source that you need toanalyze: the text itself and the argument within the text.D: Web sourcesThe sources or information from websites. Web serves as an excellentresource for your materials. However, you need to select and evaluate Websources with special care for very often Web sources lack quality control. Youmay start with search engines, such as Google, Yahoo, Ask, Excit e, etc. It’s agood idea to try more than one search engine, since each locates sources in itsown way. When using websites for information, be sure to take care for theauthorship and sponsorship. If they are both unclear, be critical when you useinformation. The currency of website information should also be taken intoaccount. Don’t use too out information dated for your purpose.IV. Major strategies of Selecting Materials for literaturereviewA. Choosing primary sources rather than secondary sourcesIf you have two sources, one of them summarizing or explaining a work andthe other the work itself, choose the work itself. Never attempt to write a paperon a topic without reading the original source.B. Choosing sources that give a variety of viewpoints on your thesisRemember that good argument essays take into account counter arguments.Do not reject a source because it makes an argument against you thesis.C. Choosing sources that cover the topic in depthProbably most books on Communicative Language Teaching mention WilliamLittlewood, but if this your topic, you will find that few sources cover the topicin depth. Choose those.D. Choosing sources written by acknowledged expertsIf you have a choice between an article written by a freelance journalist onTask-based Teaching and one written by a recognized expert like David Nunan,Choose the article by the expert.E. Choosing the most current sourcesIf your topic involves a current issue or social problem or development in ascientific field, it is essential to find the latest possible information. If all thebooks on these topics are rather old, you probably need to look for information inperiodicals.V. Writing a literature ReviewA. When you review related literature, the major review focuses should be:1. The prevailing and current theories which underlie the research problem.2. The main controversies about the issue, and about the problem.3. The major findings in the area, by whom and when.4. The studies which can be considered the better ones, and why.5. Description of the types of research studies which can provide the basis for the current theories and controversies.6. Criticism of the work in the area.B. When you write literature review, the two principles to follow are:1. Review the sources that are most relevant to your to your thesis.2. Describe or write your review as clear and objective as you can.C. Some tips for writing the review:1. Define key terms or concepts clearly and relevant to your topic.2. Discuss the least-related references to your question first and the mostrelated references last.3. Conclude your review with a brief summary.4. Start writing your review early.VI. 文献综述主要部分的细节性提示和注意事项英文文献主要部分细节提示：引言(Introduction)引言是文献综述正文的开始部分，主要包括两个内容：一是提出问题;二是介绍综述的范围和内容。
英文文献综述万能模板范文英文回答：Introduction.A literature review is a comprehensive survey of the existing research on a particular topic. It provides a critical analysis of the literature, identifying the key themes, gaps, and areas for future research. A well-written literature review can help readers quickly and easily understand the current state of knowledge on a topic.Steps to Writing a Literature Review.1. Define your topic. The first step is to define the scope of your literature review. This includes identifying the key concepts, variables, and research questions that you will be addressing.2. Search for relevant literature. Once you havedefined your topic, you need to search for relevant literature. This can be done through a variety of sources, including academic databases, Google Scholar, and library catalogs.3. Evaluate the literature. Once you have found a bodyof literature, you need to evaluate it to determine its relevance, quality, and credibility. This involves reading the abstracts and full text of the articles and assessing their strengths and weaknesses.4. Organize your review. Once you have evaluated the literature, you need to organize it into a logical structure. This may involve grouping the articles by theme, methodology, or research question.5. Write your review. The final step is to write your literature review. This should include a clear introduction, a body that discusses the key findings of the literature, and a conclusion that summarizes your findings andidentifies areas for future research.Tips for Writing a Literature Review.Be comprehensive. Include all of the relevant literature on your topic, even if it is not supportive of your hypothesis.Be critical. Evaluate the strengths and weaknesses of the literature, and identify any gaps in the research.Be clear and concise. Write in a clear and concise style, and avoid using jargon or technical language.Proofread carefully. Make sure to proofread your literature review carefully before submitting it.中文回答：文献综述的撰写步骤。
拆解论文结构，是一个很好的理解论文，学习论文写作，同时提高逻辑思维和表达的方法。
方法其实很简单，但凡事不能一蹴而就。
但相信勤加练习以后，你一定会觉得看论文、写论文都不再那么那么痛苦。
最后再来复习一遍步骤吧：step 1：找到自己喜欢的文献综述。
step 2：提炼框架。
提取出文献综述中的结构性语句，得到该篇文献综述的框架。
step3：填答案。
根据得到的框架来有目的地查阅文献，提取相关信息，填上答案。
得到初稿。
step4：多选几篇。
重复之前的方法，对其反复拆解、组装，最终得到完全属于自己的litera ture review。
英文文献综述怎么写范文第2篇当我们已经提炼出一篇文献综述的框架，去填每个空的答案就比较容易了。
但因为论文最注重的就是理论支撑。
我们不能随便百度到答案就填上去。
我们在文献综述中引用的一切，都需要在原文中找到依据。
但去看原文实在太累了。
所以建议的方法是：先在知乎、Quora、学术论坛或者相关好懂的文献综述，看看他们是如何引用这篇paper，评价这篇paper的。
看完之后你的心里就已经有底了。
那么我们需要做的也很简单：1. 翻到相关部分2. 关键词定位 (快速找到答案）3. 同义词替换 (降重)文献综述是一种通过对已有文献进行梳理、分析和评价的方法，以形成系统性的综合性文献报告，探讨某个问题的现状、发展趋势以及未来研究方向的方法。
那么如何写优秀的文献综述呢？下面从几个角度为大家介绍。
1.明确研究目的和问题在写文献综述之前，先要明确自己的研究目的和问题，这有助于你在文献中寻找和汇总符合研究方向的文献资料，也能避免收集到不必要的资料浪费时间。
2.合理筛选文献来源3.分类整理文献资料在文献综述的写作过程中，需要将搜集到的文献进行分类整理，例如按照时间、地区、专业领域、研究角度等进行整合，方便后续的分析和总结。
4.分析比较文献中不同观点和研究方法通过对文献的比较和分析，可以了解研究领域发展的趋势、发现未解决的问题和矛盾，并提出自己的新的解决方法，这就需要作家具有较强的综合分析能力。
英语学科方面的文献综述范文3000字全文共3篇示例，供读者参考篇1Title: A Literature Review on the English Language SubjectIntroductionEnglish language is one of the most widely spoken languages in the world and is the primary language of communication in many fields such as education, business, and diplomacy. Understanding the significance of the English language, it is essential to explore the various aspects of the English language subject, which would contribute to our knowledge and practices in teaching and learning English. This literature review aims to provide a comprehensive overview of the current research on the English language subject, focusing on its teaching methodologies, learning strategies, and the impact of technology in English language education.Teaching Methodologies in English Language EducationSeveral studies have examined different teaching methodologies in English language education, including the traditional grammar-translation method, communicativelanguage teaching, task-based learning, and content-based instruction. The research suggests that communicative language teaching is the most effective approach to teaching English as a second language, as it focuses on real-life communication and interaction. Task-based learning has also been proven to be beneficial in English language education, as it encourages students to work on meaningful tasks that promote communication and language development.Learning Strategies in English Language EducationResearch on learning strategies in English language education has shown that students employ various strategies to enhance their language learning process. These strategies include cognitive, metacognitive, affective, and social strategies. Cognitive strategies involve the mental processes used by students to understand and remember new information, while metacognitive strategies help students monitor and regulate their own learning. Affective strategies focus on managing emotions and motivation, while social strategies involve interactions with others to improve language skills.Impact of Technology in English Language EducationWith the advancement of technology, there has been a growing interest in incorporating technology into Englishlanguage education. Research has shown that technology can enhance language learning by providing interactive and engaging learning experiences. Online resources, language learning apps, and digital tools have been used to support language learning outside the classroom and enable personalized learning experiences. Virtual reality and augmented reality technologies have also been explored to create immersive language learning environments that simulate real-life situations.ConclusionIn conclusion, this literature review has highlighted the importance of exploring the various aspects of the English language subject, including teaching methodologies, learning strategies, and the impact of technology in English language education. The research suggests that communicative language teaching is an effective approach to teaching English as a second language, while task-based learning promotes language development through meaningful tasks. Students also employ various learning strategies to enhance their language learning process, and technology has the potential to enhance language learning by providing interactive and engaging learning experiences. Further research is needed to explore innovativeapproaches to teaching and learning English language education to meet the diverse needs of learners in the 21st century.篇2Title: Literature Review on Research in English Language TeachingIntroductionEnglish language teaching has been a prominent field of study in the education sector for decades. As the world becomes more interconnected, the importance of English as a global language has increased significantly. This literature review aims to provide an overview of recent research in the field of English language teaching and explore the advancements and challenges facing educators and researchers in this area.MethodsTo conduct this literature review, a systematic search was performed using online databases such as Google Scholar, JSTOR, and ERIC. Keywords such as "English language teaching," "pedagogy," "technology," and "assessment" were used to narrow down the search results. Only peer-reviewed articles published in the last five years were included in this review.Findings1. Technology in English Language TeachingOne of the key themes that emerged from the literature review was the integration of technology in English language teaching. Researchers have explored the use of various technological tools such as online platforms, mobile apps, and virtual reality to enhance language learning. Studies have shown that technology can make learning more interactive and engaging for students, leading to improved outcomes in language acquisition.2. Task-Based LearningTask-based learning has gained popularity in recent years as a more student-centered approach to teaching English. Researchers have highlighted the benefits of using real-world tasks and activities to promote language learning and communication skills. Task-based learning has been shown to be effective in improving students' fluency, accuracy, and confidence in using English.3. Multilingualism and DiversityWith the increasing cultural diversity in classrooms, educators are exploring new strategies to support multilingualstudents in English language learning. Research has shown that embracing students' native languages and cultures can enhance their language acquisition and overall academic performance. Educators are encouraged to adopt a more inclusive approach and create a supportive environment for diverse learners.4. Assessment in English Language TeachingAssessment plays a crucial role in evaluating students' language proficiency and progress in English language teaching. Recent research has focused on innovative assessment methods such as performance tasks, portfolios, and self-assessment tools. These approaches aim to provide a more holistic view of students' language abilities and promote reflective learning practices.Challenges and Future DirectionsDespite the advancements in research in English language teaching, several challenges remain. One of the key challenges is the digital divide, where students from disadvantaged backgrounds may not have access to technology for language learning. Educators need to address this disparity and ensure equal opportunities for all students. Additionally, the growing emphasis on standardized testing in English language teachinghas raised concerns about its impact on teaching and learning outcomes.In conclusion, this literature review has highlighted the recent advancements and challenges in English language teaching research. Educators and researchers are encouraged to continue exploring innovative approaches to enhance language learning and support the diverse needs of students. By addressing the challenges and embracing new technologies, English language teaching can evolve to meet the demands of a globalized world.篇3Literature Review on the English Language Teaching FieldIntroductionEnglish language teaching is a dynamic and constantly evolving field that has undergone significant changes in recent years due to advances in technology and changes in educational practices. This literature review aims to provide an overview of current research and trends in the field of English language teaching, focusing on key topics such as language acquisition, teaching methodologies, and the use of technology in the classroom.Language AcquisitionOne of the central concerns in the field of English language teaching is the process of language acquisition. Researchers have focused on understanding how second language learners acquire English language skills and the factors that influence language learning. Studies have shown that the age at which a learner begins studying English, as well as their motivation and exposure to the language, can impact their language proficiency.Research has also explored the role of individual differences such as cognitive abilities and learning styles in language acquisition. For example, learners who have a strong auditory memory may excel in pronunciation, while those withvisual-spatial intelligence may find it easier to understand written texts. Understanding these individual differences can help educators tailor their teaching approaches to better meet the needs of diverse learners.Teaching MethodologiesTeaching methodologies play a crucial role in English language education, as they determine how language skills are taught and practiced in the classroom. Traditional teaching methods focused on grammar rules and memorization, but recent research has emphasized the importance ofcommunicative language teaching approaches that prioritize meaningful communication and real-world language use.Task-based learning, for example, is a popular approach that involves engaging students in authentic language tasks that help them develop their language skills in context. This approach encourages learners to use English to complete real-world tasks, such as giving presentations or participating in group discussions. Research has shown that task-based learning can improve students' fluency, accuracy, and confidence in using English.The use of technology in language teaching has also transformed the way English is taught in classrooms around the world. Online resources such as language learning apps, virtual classrooms, and interactive multimedia materials have made language learning more accessible and engaging for students. Research has shown that technology-enhanced language learning can improve students' motivation, engagement, and language proficiency.ConclusionIn conclusion, the field of English language teaching is a rich and diverse area of research that continues to evolve as new technologies and teaching approaches emerge. Byunderstanding key topics such as language acquisition, teaching methodologies, and the use of technology in the classroom, educators can better meet the needs of their students and promote effective language learning. Further research and collaboration among educators, researchers, and policymakers are essential to advancing the field of English language teaching and improving language education for learners worldwide.。
经典英文文献综述范文English:A classic English literature review typically provides an overview and analysis of key works in a particular field or topic. It often begins with an introduction that outlines the scope and purpose of the review, followed by a discussion of the historical context and the evolutionof the topic. The literature review then delves into a detailed examination of the most influential and significant texts, identifying key themes, arguments, and methodologies employed by the authors. The review also seeks to identify gaps or unresolved issuesin the existing research, and may propose avenues for future exploration in the field. This type of literature review is valuable for scholars and researchers seeking to gain a comprehensive understanding of the state of knowledge in their area of study, and often serves as a foundation for new research projects and critical debates within the academic community.中文翻译:经典的英文文献综述通常提供了一个特定领域或主题关键作品的概述和分析。
A Study on the Problems and Strategies of Cooperative Learning inElementary School English ClassLiterature ReviewClass five, Grade 2013 Zhan FuqinAbstract: Cooperative learning is one of the learning methods that New Curriculum Reform has advocated. To cultivate students’ ability of cooperation and communication has become an important educational object. In order to meet the requirements of social development and school education, and to cultivate students’ ability of cooperation in a bett er way, we need to analyze the deficiencies and problems in the past researches; we also need to absorb and reference the existing research experience. We must find the new breakthrough of cooperative learning in order to cultivate students’ cooperative ha bits. Therefore, this paper makes a survey of these researches done to cooperative learning.摘要：合作学习是新课程改革倡导的学习方式之一。
培养学生的合作能力、交流能力已经成为了一个重要的教育目标。
为了满足社会发展和学校教育的要求，更好的培养学生的合作能力，我们需要分析在过去研究中存在的不足和问题，吸取和借鉴已有的研究经验，争取在合作学校研究方面有新突破，更好的促进学生合作习惯的培养。
因此本文对合作学习的这领域已做过的一些研究进行一个综合论述。
I. The History of Cooperative LearningCooperative learning has a long education history. More than two thousand years ago, “to learn,” has recorded about cooperative learning, which is Chinese classical education writing. It has stressed learners’ cooperation in learning process. In the first century AD, Kun Tiliang in ancient Rome brought up obtaining benefits by cooperation. From the eighteenth, Joseph Lancaster adopted cooperative learning method widely in England. His thoughts spread into America in1860, and his thoughts were welcomed by American educators, such as Parker and Du Wei. Parker’s teaching methods of cooperation leaded the education in America from 19 to 20 century. Later, Du Wei’s groups of cooperative learning became an important part of his famous teaching methods. And it laid a solid foundation for cooperative learning.II. Research on Cooperative LearningThere are many educators studied Cooperative learning. Different educators brought up different theories. Professor Slavin thought that cooperative learning is a class teaching technology that students cooperate in different groups. And students can achieve praises according to their group performances in this process.Ga Siji thought that cooperative learning is a kind of teaching pattern. It needs two to six students to organize a group to complete all kinds of important cooperative learning activities. Wang Hongyu thought cooperative learning refers to students in different groups cooperate with each other according to cooperative process and methods. And it is a teaching strategy system that can improve students’ cognition and emotion. Group learning is a main pattern of class teaching. Yang Mingquan thought that cooperative learning is a teaching pattern that students cooperate in groups.From definition above, the connotation of cooperative learning mainly include four aspects. At first, cooperative learning is to disrupt traditional class teaching system. It is a dynamic cooperative teaching method. Secondly, groups are unit of cooperative learning. Thirdly, cooperative learning is a kind of inquiry-based learning, and it has stable aims. Finally, it is a group activity with inner cooperation and outer competition. And group performances decide their final performances.III. Problems in Cooperative LearningAccording to current education situation in China, it is not difficult to find that students in elementary school and middle school have common problems that lack of cooperation consciousness and communication skills. With the continuous development of society, Chineseeducation career also develop in reform. The State Council enacted the Decision on the Foundation Education Reform and Development which advocates that cooperative learning is one of the significant learning methods. Cooperative learning can cultivate cooperation consciousness, collective idea, creative ability and competition sense. It has more advantages than other teaching theory because it truly reflects the unity of teachers and students.With the development of New Curriculum Reform, cooperative learning theory in teaching plays a more and more important role. Its rich connotation, profound theory basis and practicing value have profound significance to improve the teaching quality and advance quality education in China. Many experts think that cooperative learning in China will have a very broad future.However, in teaching practicing, the effects of cooperative learning are not satisfactory because of teachers’ superficial understanding and formal operation. Many teachers do not have a clear understanding for class cooperative activities. In the process of teaching, teachers design colorful and complex cooperative activities. After analyzing these dazzling activities, it is not difficult to find that effectiveness of these activities is not enough. Cooperative learning mainly exists five obvious problems in elementary school according to the researches of Yang Mingquan, Wang Yujiang and Wang Tan, ect.At first, the degree of participation of students is not high enough. Students who have good performances, outgoing personalities and strong performance desires often play main role in learning groups. Even they take on everything when they cooperate with others. On the contrary, some students who are introverted become audience listeners. More seriously, some students without initiative can not do any works. They do not say a word, or they just say that they have the same ideas. Then they become a freeloader.Secondly, some people will get distracted when others cooperate with each other. Generally speaking, discussing groups which are arranged by teachers are often desk-mates. The whole class is full with noise but teachers do not give any valid monitoring and guiding. In fact, some students are talking about some irrelevant topics. They do not help each other and do not solve problems together.Thirdly, the ability of students in the same groups is not balance. Cooperative learning advocates that students with different learning ability should be in the same group. But in real teaching practicing, teachers do not arrange groups according to this standard, which makes groups’ performances have obvious differences. And students’ resentment and jealousy willincrease, which is not good for class learning.In addition, cooperative assignments are not appropriate. Cooperative learning is an important learning method. It can cultivate students’ ability of creation, cooperation, leading and self-control. But students can not discuss all the time in a class and tasks also should not be completed by cooperation all the time. In fact, discussion for a long time can not achieve an ideal result. What is more, task allocation amount is also a key part. Cooperation is fair to every student, so the tasks also should be fair to them. They should not escape the cooperative assignment because of indolence.Finally, the relationship of group members is not harmonious. When groups do not have united relationships, cooperation will have serious problems. Cooperative learning is a cooperative behavior that has specific division of labor. They study for the same goals. If there appear contradictions, cooperation will be in a stalemate.IV. Countermeasures to Solve the ProblemsWang Tan, Wang Hongyu and ect also give some countermeasures to solve these problems. At first, teachers should try their best to pay attention to every student. They can adopt strategies of praises or points for individuals and teams.Teachers and group leaders should drive the class discussion atmosphere.Secondly, students get distracted in cooperation are normal because they are too young. Therefore, if teachers find that students do not discuss the topic, they should remind students to participate in cooperation. Of course, when teachers remind students they should consider the characteristics of students. Their words should not too harsh.Thirdly, education psychology experts think that teachers should arrange groups according to personality, interests, learning levels, communication skills and manipulative ability. Actually, teachers do not have this organization ability now. Although the most advanced software does not do this. Nowadays, teachers judge students according to their total scores, but it is not an efficiency method, because most students have different ability in different subjects. Maybe st udents’ total scores are high enough, but his English may not be good.As far as am concerned, students with different ability in the same group are scientific, and students’ learning levels should be considered. But it can not strongly implement this rule. Harmonious and unity are more important in cooperative learning.In addition, the contents of cooperative learning related to efficiency and results of cooperation. The contents must attract students’ interests. The task can not too easy or toodifficult, they should be achieved by students’ efforts. Only by this way, will students accept cooperative learning by hearts.Finally, in daily life, teachers should pay attention to students’ relationships. And they can teach some communication skills in advance. Students should learn how to listen to others, how to express their own ideas and how to ask help when they have problems. Compromise is more important in cooperation when they have different ideas. When teachers arrange cooperative tasks they should design cooperative rules and incentive system in advance. For those students who are not easy to get along with, teachers can take some measures to prevent bad behaviors by chanting, reminding, criticism and warning.In summary, based on previous researches, cooperative learning, which mainly studies cooperative interaction in learning process, is a cooperative behavior that has specific division of labor. And it is a kind of learning method that is opposite of individual learning. Although many learners found these problems in cooperative learning, such as the degree of participation of students is not high enough; some people will get distracted when others cooperate with each other; the ability of students in the same groups is not balance; cooperative assignments are not appropriate the relationship of group members is not harmonious, and they gave some correspondent measures, cooperative learning still has not achieved a good teaching result. And there still exist some potential problems in cooperative learning.However, it is no doubt that advantages and values of cooperative learning can not be covered. That is to say cooperative leaning is worthy to adopting in English teaching. As long as teachers can find and analyze problems of cooperative learning in time, one day, cooperative learning will achieve the desired goal in English teaching.BibliographyR.E Slavin, “Cooperative Learning”, Review of Education Research, 1980(3) 16-30.陈丽，“合作学习在英语教学中的应用”，山东教育研究，2000(10)20-25.黄海燕，“中小学英语小组合作学习的实验研究”，教育导刊，2005(3)86-91.黄伟，“研究性学习中的小组合作探析”，教育评论，2001(4)102-110.李淑梅，“论英语教学中的互动性合作学习”，教育探索，2006(4)23-33.王红宇，“美国合作学习的简介”，外国教育资料，1991(5)2-4.王坦，合作学习理念与实验.北京：中国人事出版社，2002.吴小兰，“知识管理下的小学英语合作学习研究”，教育导刊，2006(8)8-23.杨明全，“实施新课程中教学观念与学习方式的转变”，人大报刊复印资料，2002(10）3-5.。
