2。1。2 Current studies on student-student interaction at home来自优I尔Q论T文D网WWw.YoueRw.com 加QQ7520~18766

    From the 1990s, China carried out cooperative learning in the curriculum reform of basic education。 then student-student interaction is paid attention to。 However，there is still little research that just focus on student-student interaction。 Chen Xuyuan and Zhang Jie(1998) in Northeast Normal University observe classroom teaching association in primary or secondary school in natural observation way for one year, and do some empirical researches on more than two hundred and ten courses of thirty classes in five schools。 They draw a conclusion that students are seriously short of association and students are in a passive state。 

Li Dexian (1999, 2001)emphasizes the importance of student-student interaction in teaching activities。 He also puts forward that students’ interaction is consistent and adjustable, which not only can speed the tenor of socialization, but also has great significance of improving students’ ambition and study achievements。 Li indicates the main factors which influence students’ interaction effect include sex, body, character, space and so on。（Li 1999） Li Chunjing (2002) studies on student interaction in college English teaching, probes into theoretical basis of the significance of this communicative activity in English classroom activities and introduces some common student-student interaction activity forms, such as pair work, group work, role play and so on。 Huang Shulin (2001) discusses the origin, psychological and pedagogic basis of student-student interaction learning。 He also brings forward its significance and gives some instructing ideas。Wang Sujuan’ study (2006) sums up the main ways of implementing SSI mode。（Wang 2006）The first is carrying out cooperative learning; the second is exerting pressure to make students move; the third is typically leading。 Dong Ming (2004) emphasizes to discuss psychological basis of student-student interaction, specific forms of student-student interaction, effect factors and strategies, finally he gives empirical research on student-student interaction’ s effect。 In summary, not only abroad but also at home, the research on teaching interaction mainly focuses on teacher-student interaction。 To the research on student-student theory, there are only few articles published and there is almost no systematic research。

2。2 The theoretical bases of the student-student interaction

2。2。1 Social Constructivist theory

From the social constructivist theory, student-student interaction helps students build their own knowledge system, reflecting the nature of learning。论文网

Constructivism is a unique view of learning developed on the basis of cognitivism。 It argues that "learning should not be seen as a passive acceptance of knowledge by teachers, but rather constructive activities on the basis of knowledge and experience "。 It advocates that learning is the process that learners construct their own knowledge and experience Initiatively。 It is the process of enriching and transforming their own knowledge and experience through the interaction of new experience and original knowledge and experience。 It emphasizes the initiative, practicality, creativity and sociality of learning, and puts forward many new ideas and thoughts on learning and teaching。

    The learning view of social constructivist is that cooperative learning is the main strategy of teaching。 This idea clearly tell us that modern teaching should not be one-way information transmission by teachers, but should be two-way or multi-directional communication activities between teachers and students, students and students, and step by step to improve students’ abilities of insight and analysis, to promote their understanding of knowledge, thus forming a shared learning process of active construction。 The development of conceptual  understanding and of cognitive skills and strategies is a central aim of education, rather than  the acquisition of factual information (Bruner, 1960)。