Chapter One Introduction
1.1 Writing Background
1.2 Purpose of the Research
1.3 Present Situation of the Teaching of English-majorsCourses(TEMC)in China
1.4 Significance of Implementing CL for TEMC
Chapter Two Review of CL Theory
2.1 Definition of CL
2.2 Elements of CL
2.2.1 Positive Interdependence
2.2.2 Face-to-Face Promotive Interaction
2.. Individual Accountability
2.2.4 So Skills
2.2.5 Group Processing
. Types of CL
2.4 Techniques of CL
2.5 Activities of CL
2.5.1 Jigsaw
2.5.2 STAD-Student Team Achievement Division
2.5.3 TGT-Team Game Tournament
2.5.4 GI-Group Investigation Team Assisted Indiviazation(TAI)and Cooperative Integrated
2.5.5 Reading and Coition(CIRC)
2.5.6 Kagans Cooprative Learning Structures
2.6 Features of CL
2.6.1 Heterogeneous Groups
2.6.2 Equal Participation of All Students
2.6.3 Unique Rewarding System
2.7 Theoretical Approach of CL
2.8 History of CL
2.9 Theoretical Foundation of CL.
2.9.1 So Interdependence Theory
2.9.2 Cognitive Developmental Theory
2.9.3 Cognitive Elaboration Theory
2.9.4 Behavioral Learning Theory
2.10 Researches on CL
2.10.1 Researches on Cooperative Learning Abroad
2.10.2 Domestic Researches on Cooperative Learning
2.11 Cooperative Learning and Classroom Technology
2.11.1 A Brief Theory of Reward Structures
2.11.2 Other Classroom Studies
2.11.3 A Typology of Cooperative Learning Techniques
2.12 Summary
Chapter Three Cooperative Learning in Higher Education
3.1 Benefits of CL in Higher Education
3.2 Cooraio and Learning in Unfamiliar Situations
3.2.1 The Development of So Prudence
3.2.2 Learning to Cooperate (or Not)
3.3 CL in Higher Education
3.3.1 The Teachers
3.3.2 The Students
3.3.3 Group Formation
3.3.4 University Environment and Disciplines
3.3.5 Culture
3.4 Summary
Chapter Four Review of English-majorsListening Course
4.1 Significance of English-majorsListening Course
4.2 Significance of Implementing CL in English-majors Listening Course
4.3 The Urgeney of the Reform of English-majorsListening Course
4.4 Application of Cooperative Learning in English-majorsListening Course
……
Chapter Five Review of English-majorsReading Course
Chapter Six Review of English-majorsWriting Course
Chapter Seven Review of College English-majorsTranslation Course
Chapter Eight Implementing CL in English MajorsReading Courses
Chapter Nine Design of the Experiment on Implementing CL in English-majorsReading Course
Chapter Ten Data Analysis
Chapter Eleven Conclusion
Bibiography
Appendix
张丽丽，于北华大学，硕士，副教授，吉林农业科技学院教师。研究方向为英语教学法。近年来主编教材两部；在省级以上普通期刊发表多篇；中文核心期刊发表三篇；主持了多项省级教科研项目。
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