本科畢業(yè)論文-淺談中國(guó)小學(xué)的英語(yǔ)合作學(xué)習(xí)

畢業(yè)論文英文論文題目COOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINA中文論文題目淺談中國(guó)小學(xué)的英語(yǔ)合作學(xué)習(xí)姓名學(xué)號(hào)學(xué)習(xí)中心河北滄州黃驊奧鵬學(xué)習(xí)中心專業(yè)英語(yǔ)（師范方向）指導(dǎo)教師張楓二一四年二月OUTLINE1THEBACKGROUNDOFLEARNINGMETHOD11THENECESSITYOFLEARNINGENGLISH12EDUCATIONALENVIRONMENTANDPROBLEMSOFPRIMARYSCHOOLENGLISH13COOPERATIVELEARNINGMODELWASPROPOSED2INTRODUCETHECOOPERATIVELEARNINGOFENGLISH21THEIDEAOFCOOPERATIVELEARNING22THEFORMOFCOOPERATIVELEARNING23SCHOLARSAGREEWITHCOOPERATIVELEARNING24THESTUDENTSAREPROMOTEDINTHECOOPERATIVELEARNING25COOPERATIVELEARNINGENGLISHISFITFORCURRICULUMSTANDARDS3THEFEATURESOFCOOPERATIVELEARNING31LETEVERYSTUDENTLEARNTOSEIZEOPPORTUNITIES32LETEACHSTUDENTDEVELOPHISOWNPERSONALITYANDGETAREASONABLEDEVELOPMENT33LETEVERYSTUDENTLEARNTOCOOPERATE4HOWTOCONDUCTGROUPWORK41DIVIDEDINTOTHEGROUPSWELL42CLEARMANDATE43CONDUCTACTIVITIES431THECOMPETITIONMETHODWITHGAMESINTHEGROUP432ACTOUTTHEDIALOGUEINGROUPS44REASONABLEASSESSMENT5SOMEPROBLEMS51STUDENTSDONOTTAKETHEINITIATIVETOCOOPERATE52STUDENTPARTICIPATIONISNOTBALANCEDCONCLUSIONBIBLIOGRAPHYTHESISSTATEMENTENGLISHISAVERYPRACTICALSUBJECT,ANDUSINGENGLISHFORCOMMUNICATIONISAMAINEXPRESSIONINPRACTICEPRIMARYENGLISHTEACHINGSHOULDDEVELOPSTUDENTSINTERESTINLEARNINGENGLISHIMPROVETHEIRENGLISHCOMMUNICATIONABILITY,WHICHISTHEMAINTASKCOOPERATIVELEARNINGFORITSCOOPERATION,FUN,COMPETITIVEADVANTAGESISWIDELYUSEDINENGLISHTEACHINGINPRIMARYSCHOOLINTHISARTICLE,THEAUTHORATTEMPTSATTEACHINGBYHERSELFTOTALKABOUTCOOPERATIVELEARNINGOFENGLISHITISFITFORENGLISHTEACHINGINPRIMARYSCHOOLSANDITISONEOFTHEBESTWAYSANDCOOPERATIVELEARNINGINTEACHINGEMBODIESSEVERALFEATURESINTHISPROCESS,THEWRITERTRIESTOFINDOUTTHEBESTWAYOFCOOPERATIVELEARNINGMETHODSINPRIMARYSCHOOLSINENGLISH,ASWELLASSEVERALPROBLEMSINCOOPERATIVELEARNINGWHICHAREALSODISCUSSEDINTHISPAPERKEYWORDSCOOPERATIVELEARNINGENGLISHPRIMARYSCHOOLCHINA關(guān)鍵詞合作學(xué)習(xí)英語(yǔ)小學(xué)中國(guó)COOPERATIVELEARNINGOFENGLISHINPRIMARYSCHOOLSINCHINACHAPTERTHEBACKGROUNDOFLEARNINGMETHOD11WITHTHECONTINUOUSDEVELOPMENTOFECONOMY,CHINASINTERNATIONALSTATUSISRISINGINORDERTOCONTACTTOTHEINTERNATIONALCOMMUNITY,ENGLISH,ASANINTERNATIONALCOMMONLANGUAGE,BECOMESMOREANDMOREWIDELYUSEDINCHINAINORDERTOLAYASOLIDFOUNDATION,ANDFOLLOWTHERULESOFLEARNINGLANGUAGE,STUDENTSBEGINTOLEARNENGLISHSINCETHEYAREINPRIMARYSCHOOLSMEANWHILE,LEANINGENGLISHHASALOTTODOWITHLEARNINGMETHODS12INTHEPRESENTOFEDUCATIONALENVIRONMENT,THEREAREALOTOFSTUDENTSINTHESAMECLASSLARGECLASSTEACHINGISTHEFEATUREFULLTIMEENGLISHTEACHERSOFPRIMARYSCHOOLTEACHMORETHANSIXTYSTUDENTS,SOMETIMESEVENMOREINCLASS,THETEACHERSONLYSAYBYTHEMSELVES,ANDTHISMETHODISNOTSUCCESSFULTHESTUDENTSAREFORCEDTOLEARNENGLISHANDASKEDTORECITEWORDSANDSENTENCESWITHOUTRULESTEACHINGPRACTICEHASPROVEDTHISMODELDOESNOTFITTHENEWENGLISHCURRICULUM,ANDGRADUALLYEXPOSESSOMEPROBLEMSONTHEONEHAND,SOMESTUDENTSHATELEARNINGENGLISHONTHEOTHERHAND,POLARIZATIONISWORSEANDWORSE13INORDERTOCHANGETHEOLDTEACHINGPATTERN,ENCOURAGEANDTRAINSTUDENTSINTERESTSINLEARNINGENGLISHIFINDCOOPERATIVELEARNINGISONEOFTHEBESTWAYSINPRIMARYSCHOOLDURINGTHISPROCESS,INOTONLYPRACTICEBUTALSOSTUDYENGLISHINTEACHINGTHEREFORE,ICANIMPROVETHEEFFICIENCYOFENGLISHTEACHINGINPRIMARYSCHOOLCHAPTERCOOPERATIVELEARNINGOFENGLISH21“COOPERATIVELEARNING,“WHICHISATEACHINGMODELITISBASEDONCLASSROOMBASEDTEACHINGORGANIZATIONUNDERTHISPREMISE,COOPERATIONIDEASISTHESOUL,AND“TEAMTEACHING“ISANIMPORTANTFORMOFORGANIZATIONBYCARRYINGOUTCOOPERATIVELEARNINGGROUPS,PLAYINGANACTIVEFUNCTIONINGROUPSANDIMPROVINGTHEINDIVIDUALSMOTIVATIONANDABILITYTRULYMAKEENGLISHTEACHINGBECOMEACOMMUNICATIVECOOPERATIONPROCESS22ACOOPERATIVELEARNINGTEACHINGENGLISHINPRIMARYSCHOOLSCARRIEDOUTMAINLYINSMALLGROUPS,WHICHISCALLEDCOOPERATIVELEARNINGGROUPSTHESOCALLEDCOOPERATIVELEARNINGGROUPSUSUALLYCONTAIN46STUDENTSINEACHGROUPSTUDENTSAREDIVIDEDACCORDINGTOTHEIRMARKS,ABILITIES,ANDPERSONALITIESEACHRECONSTITUTEDGROUPWILLBETHEBEST23MANYSCHOLARSBELIEVECOOPERATIVELEARNINGINGROUPSISANADAPTATIONOFAVARIETYOFLEARNINGSTYLESANDITCANPROMOTETHESTUDENTSTOJOINITACTIVELY,ANDITISALSOTHEMOSTPOPULARANDMOSTEFFECTIVEMETHODASEARLYAS1979,AMERICANEDUCATIONALEXPERTSJOHNSONDISCUSSEDTHEVARIOUSBENEFITSOFTHISAPPROACHCOOPERATIVEGROUPMEMBERSCANGRADUALLYFORMEDASUPERBCONCEPTLEARNINGSTRATEGIES,ANDTHEMEMBEROFGROUPSCANEXPLOREMOREEFFECTIVEINFORMATIONFROMOTHERSSOTHEMEMBERSCANGETMOREUSEFULMATERIALSINLESSTIMEATTHATTIME,SOMESOCIALTEACHINGADVOCATESTHOUGHT,THEREWASALINKBETWEENTHEFORMATIONOFCOOPERATIVESOCIALBEHAVIORANDTHEDEVELOPMENTOFSKILLSANDKNOWLEDGE,SOTHEYUSEDTHEFORMSOFCOOPERATIVELEARNINGWHICHGRADUALLYDEVELOPEDINTOATEACHINGTHEORYANDTACTICALSYSTEMBASEDONTHEFOLLOWINGSIXTHEORIESGROUPDYNAMICTHEORY,WHICHWASINVENTEDBYGERMANYPSYCHOLOGISTKLEWIN,ITTHOUGHT,THEGROUPISBASICALLYADYNAMICGROUPWITHTHEIRMEMBERSMUTUALDEPENDENCECHANGINGCONTINUALLYINSIDE,ANYMEMBERSCONDITIONCANCAUSETHECHANGINGOFOTHERMEMBERSCONDITION,ANDTHEINTENSEINSIDECONDITIONCANMOTIVATETHEGROUPTOREACHCOMMONANTICIPATEDAIMSSOCIALCOHESIVENESSTHEORYITWASSIMILARTOGROUPDYNAMICTHEORYITINTERPRETEDTHETEACHINGEFFECTOFCOOPERATIVELEARNINGFROMTHEASPECTOFMOTIVATIONHOWEVER,ITSEMPHASISISMEMBERSSHOULDCARETHEGROUPTHEONEWASCOMPLEXLEARNINGTHEORYRISINGINFOREIGNCOUNTRIESCONSTRUCTIVISMITSAIDKNOWLEDGEWASNEITHEROBJECTIVENORSUBJECTIVE,ANDJUSTWASAKINDOFINTERPRETATION,ANDWASMOVING,NOTSTATICONTHEBASISOFTHISREALIZATION,CONSTRUCTIVISMHIGHLIGHTEDTHESTUDENTSSTATEANDFUNCTIONINACTIVITIESOFLEARNINGCOGNITIVEDEVELOPMENTALTHEORYFROMTHEASPECTOFCOGNITION,GAVESPECIALATTENTIONTOTHEIRTASKTHATHADFINISHEDINCOOPERATIVELEARNINGEVERYGROUPMEMBERIMPROVETHEIRCOGNITIVELEVELATTHEPROCESSOFGETTINGGROUPAIMSTHETHEORYTHOUGHT,ITWASEASIERTOUNDERSTANDANDMASTERSOMEIMPORTANTNOTIONSFORCHILDRENUNDERTHEMUTUALEFFECTOFTAKINGVERYTASKSTHEDEVELOPMENTOFCHILDRENANDTHEIRSOCIALBEHAVIORWEREINCREASINGLYFORMEDTHROUGHTHEMUTUALEFFECTANDCOMMUNICATIVECOGNITIONOFACCOMPANIESAMERICANPSYCHOLOGISTAMASLOWCREATEDNEEDSGRADUATIONTHEORY,WHICHWASATHEORYOFSTUDYINGMENSNEEDSTRUCTURECLASSWASANACTIVITYBETWEENONEPERSONANDAGROUPITWASVERYIMPORTANTFORSTUDENTSDEVELOPMENT,NOTONLYTOSATISFYTHEIRCOMMUNICATIONANDSOON,BUTSATISFYTHENEEDFORDEVELOPMENTANDEGOREALIZATIONBYTHEWAYOFCOMMUNICATIONFORMINGSOCIALPERSONALRELATIONSHIPCLASSROOMINSTRUCTIONALTECHNOLOGYTHEORYITTHOUGHTTHEREAREMAINLYTHREEFACTORSTOAFFECTTHEQUALITYOFCLASSSTUDYINGANDSOCIALMENTALENVIRONMENTTASKSTRUCTURE,INCENTIVESTRUCTURE,ANDAUTHORITYSTRUCTURETHECLASSROOMINSTRUCTIONALTECHNOLOGYISTHEUNITYOFTHETHREEFACTORSITHASANILLUMINATINGSIGNIFICANCEOFCOOPERATIVELEARNINGATPRESENT,THECOOPERATIVELEARNINGHASBEENBROADLYUSEDINSCHOOLSINMANYCOUNTRIES,SUCHASUSA,BRITAIN,HOLLAND,ETCABSORBINGTHEEXPERIENCEOFFOREIGNTEACHING,TEACHERSINOURCOUNTRIESSHOULDEXCAVATEOWNPOTENCYTOMAKEUSEOFCOOPERATIVELEARNING24THESTUDENTSHAVETHEATTITUDESANDEXPERIENCESOFCOOPERATION,SOTHEMORETHEYAREABLETOHAVECLEARLEARNINGGOALSTHEYBELIEVEIFTHEYWORKHARDTHEYWILLGETEXCELLENTACHIEVEMENTBYTHEMSELVESATLASTTHEYMUSTBETHEBESTSTUDENTSSOTHEYTHINKITISIMPORTANTTOLEARNNEWKNOWLEDGETHEYWILLBEMORECAREFULWHENSTUDYINGROUPSCOMPARINGWITHTHEONLYCLASSGROUPORINDIVIDUALLEARNING,STUDENTSWHOHAVECOOPERATIVELEARNINGEXPERIENCEWILLBETHEOWNERTHISKINDOFMETHODCANSTIMULATESTUDENTSCOMPREHENSIVEABILITY25COOPERATIVELEARNINGGROUPSHAVEBEENACCEPTEDBYMANYCOUNTRIESEDUCATORSSINCETHE1980S,ITHASALSOBECOMECHINASTEACHINGTHEORYINTHE“ORDINARYHIGHSCHOOLCLASSROOMFULLTIMECOMPULSORYSTANDARDSTRIALVERSION,“THEBASICCONCEPTANDIMPLEMENTATIONOFTHEPROPOSEDCLASS,COOPERATIVELEARNINGHASBECOMEANIMPORTANTCONCEPTTHESTANDARDELABORATEDTHETASKOFPRIMARYSCHOOLENGLISHCURRICULUMSTIMULATINGANDDEVELOPINGSTUDENTSINTERESTINLEARNINGENGLISH,SOTHATTHEYCANBUILDCONFIDENCE,DEVELOPGOODHABITSANDCREATEANEFFECTIVELEARNINGSTRATEGYMANYELEMENTARYEDUCATORSAREENGAGEDINCOOPERATIVELEARNINGGROUPSANDEXPLOREOURSPECIFICPRACTICETHEYEXPECTTOFINDPRACTICALCOOPERATIVELEARNINGGROUPSWITHCHINESECHARACTERISTICSCHAPTERTHEFEATURESOFCOOPERATIVELEARNINGATEACHERANDSTUDENTSSHOULDUNDERSTANDANDRESPECTEACHOTHER,ANDWORKINAHARMONYANDFRIENDLYENVIRONMENTNOWADAYS,EDUCATIONADVOCATESTHESTYLEOFPERSONALITYFIRSTANDSTUDENTSASPROTAGONISTATEACHERISNOTSTANDATHIGHPLACEHEORSHESHOULDBEMORELIKEFRIENDS,ANDPARENTSTOTREATANDCARESTUDENTSESPECIALLYINSOMECLOSEDTYPESCHOOLSCLASSMATESANDFRIENDSAREONEOFTHEMOSTIMPORTANTPARTSTHEYTOGETHERCHAT,STUDY,COURAGEEACHOTHER,ANDPLAYGAMESINCERTAINWAY,FRIENDSARETHENECESSARYPARTINTHEIRLIFETHEYCANGIVEEACHOTHERSOMESUGGESTIONWHENCOMINGACROSSAFEWTROUBLESBUTITISLIMITEDFORTHEM,BECAUSETHEYAREATSAMEAGESTAGEANDBOTHIMMATUREATTHISMOMENT,ATEACHERBECOMESTHEFRIENDSANDPARENTSOFTHEMTHEYGIVETHERIGHTSUGGESTIONANDLOVETOSTUDENTSBYTALKINGANDEXCHANGINGIDEASINTIMEATEACHERSHOULDMAKEGOODEFFORTTOBECOMESTUDENTSRELIABLEANDWELCOMEDPERSONSONTHEOTHERHAND,ATEACHERSHOULDBEREADYTOHEARTHECRITICANDSUGGESTIONFROMSTUDENTS,ANDFINDSTHEDEFECTANDTRYTOIMPROVESELVESACCORDINGTOWHATWANGFENGXIANWROTEINTHEBOOK“LEARNINGANDTEACHINGTHEORY”SCHOLARSATHOMEORABROADEVERRESEARCHEDON“THEPSYCHOLOGEOFTEACHERSTHATSTUDENTSLIKE”,THESTUDENTSATHOMEANDABROADHAVEALITTLEDIFFERENTATTITUDEONTHISQUESTION,BUTOFALLPARTS,THEYARETHESIMILARIDEAS“THEYALLLIKEENRICHEDKNOWLEDGETEACHERSWITHTHEQUALITYOFSKILL,WARMHEARTED,FRIENDLY,GOODTEMPERANDJUSTICE”THEYAREEASYTOGETALONGWELLWITHSTUDENTSIFATEACHEROCCUPIESTHESETOTHEOPPOSITE,ITISDIFFICULTFORTEACHERSTODOTHATAGOODRELATIONSHIPBETWEENATEACHERANDSTUDENTSISTHEVITALFACTORTHATSTUDENTSMAKEPROGRESSINSTUDYINGINMYOWNTEACHINGPRACTICE,COMPARINGWITHTHEPREVIOUSTEACHINGMODELBY“COOPERATIVELEARNING”,IHAVETHEFOLLOWINGEXPERIENCE31LETEVERYSTUDENTLEARNTOSEIZEOPPORTUNITIESCOMPULSORYENGLISHCOURSESSHOULDBEOFFEREDTOEVERYSTUDENT,ANDMAKETHECLASSSERVEFOREVERYSTUDENTASAYOUNGPRIMARYSCHOOLENGLISHTEACHER,IFEELITISDIFFICULTFOREVERYSTUDENTTOENJOYTHEKNOWLEDGEINTHEIRCLASSASWHILE,ITISALSOACHALLENGEFORATEACHERTOCONTROLATHEWHOLECLASSWITH50TO60STUDENTSONLYASMALLNUMBEROFSTUDENTSWHOHAVETHEGOODBASICCANANSWERQUESTIONSACTIVELYANDENTHUSIASTICALLYINCLASS,ANDCANTAKEPARTINALLKINDSOFACTIVITIESBUTMOSTOFTHESTUDENTSLIKEASPECTATORINTHEPASTFEWYEARS,THROUGHCOMMUNICATINGWITHOTHERTEACHERS,IFOUNDTHATTHISISACOMMONPROBLEMINPRIMARYSCHOOLSFORENGLISHTEACHERSFORTHEABOVEQUESTION,IALSOHADPRACTICALEXPLORATIONATTHEBEGINNING,ITRIEDTOPRACTICETHESAMETABLE,WHICHALLOWSSTUDENTSTOPRACTICEORALEXERCISESCONDUCTEDATTHESA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OFDIVISIONANDTHECOOPERATIONMETHODINAWORD,WHENTHETEACHERSSETTASKS,THETEACHERSASKTHESTUDENTSTOUSEAVERYSHORTPERIODOFTIMEANDCOORDINATEMETHODOFCOOPERATION,TOIMPROVETHEEFFICIENCYOFCOOPERATIVELEARNINGGROUPSMEANWHILE,INTHEUSUALLEARNING,WESHOULDCULTIVATEGOODHABITSOFCOOPERATIVELEARNING,SUCHASGOODSTUDYHABITSOFCOOPERATION,LISTENINGCAREFULLYTOTHEOPINIONSOFOTHERSHABITS,POSITIVEPRACTICE,HANDSONOPERATIONSANDOTHERHABITSASARESULT,SOMETASKSARERECESSIVEANDSOMETASKSARERECESSIVE,SOFINISHINGEVERYTASKISTODEVELOPTHESTUDENTSABILITYCOOPERATIVELEARNINGGROUPSISAPROCESSTODEVELOPALLKINDSOFABILITY43CONDUCTACTIVITIESTHEPURPOSEOFCOOPERATIVELEARNINGGROUPSISTOMAKEEVERYONEINVOLVEDINTHELEARNINGPROCESSEVERYONEFEELSJOYOFSUCCESSWEMUSTDEALWITHTHERELATIONSHIPBETWEENEUGENICSANDSTUDENTSWITHLEARNINGDIFFICULTIESOTHERWISEWECANNOTACHIEVEOUROBJECTIVES,ITWILLEXACERBATETHEPOLARIZATIONEUGENICSAREBETTER,POORSTUDENTSAREWORSEEACHSTUDENTHASTHEIROWNRESPONSIBILITIESINTHEACTIVITIESBOTHTHEYAREPARTICIPANTS,BUTALSOTHEYARETHEORGANIZERITBRINGSEQUALITYANDCOOPERATIONTOEVERYSTUDENTANDTHEYAREGLADTOLEARNINLIMITEDTIMEITCANACHIEVETHEBESTLEARNINGEFFICIENCYFOREXAMPLE,DURINGTHETEACHING,TEACHERSCANUSEACTIVITIESTOPROMOTETHETEACHING431ACCORDINGTOTHETEACHINGCONTEST,THETEACHERSCANUSEGAMESTODESIGNTHISSITUATIONITCANENCOURAGESTUDENTSTAKEPARTINLEARNINGINPSYCHOLOGY,THEGAMEISINLINEWITHTHECHARACTERISTICSOFCHILDRENTHEYAREINTERESTEDINGAMESPLAYINGGAMESCANMAXIMIZETHESTUDENTSENTHUSIASMANDINITIATIVEITCANMAKETHELESSONSBECOMEACOLORFULSTAGE432ACTINGTHEDIALOGUEBYTHEGROUPSISALSOONEOFGOODWAYSTHEREISADIALOGUEINEVERYUNITINTHETEXT,ANDTHEDIALOGUEISSIMILARTOOURLIFEWHENTHESTUDENTSFINISHLEANINGIT,THETEACHERLETTHEMMAKEUPANEWDIALOGUETOGETHER,ANDTHEDIALOGUESHOULDHAVETIESWITHTHEIRLIVESORTHEIRSTUDYTHEMEMBERSOFTHEGROUPSMAKEUPANEWDIALOGUEACCORDINGTOTHETEXT,ANDTHEYSHOWINFRONTOFTHECLASSAFTERTHEYACTITONEBYONE,THETEACHERANDTHESTUDENTSCHOOSETHEBESTGROUP,ANDTHENTHESTUDENTSCHEERUPTHEGROUPORADDTHEPOINT44REASONABLEASSESSMENTEVALUATIONSHOULDBEBASEDONTHEOVERALLTEAMSCOREOFEVALUATIONBASISSYSTEMATICINVESTIGATIONEXPLORESTHERELATIONSHIPBETWEENTHEVARIOUSDYNAMICFACTORSINTHETEACHINGPROCESS,ANDWEENCOURAGESTUDENTSTOMAKEALLPOSSIBLEEFFORTSTOACHIEVECOMMONLEARNINGGOALSGERMANEDUCATORDIESTERWEGSAID“THEARTSSKILLSEDUCATIONTOINSPIRE,AWAKENANDINSPIRE“INTEACHING,TEACHERSSHOULDADHERETOTHEEVALUATIONTHROUGHOUTTHECOOPERATIVELEARNINGACTIVITIESFORMATIVEASSESSMENTANDSUMMATIVEASSESSMENTCOMBINEDTOINSPIREINTERESTINLEARNINGANDMOTIVATIONASTHEMAINPURPOSEWEPROTECTTHESTUDENTSSELFESTEEM,MOTIVATIONTHROUGHAVARIETYOFINCENTIVESLANGUAGEATTHEENDOFTHEGROUP,FIRSTSHOWOFHANDSBYTHEEVALUATIONTEAM,ANDTHENTHETEACHERREVIEWS,ANALYZESTHEIRADVANTAGESANDDISADVANTAGESTHETEAMRECORDERMAKESARECORDACCORDINGTOTHECASERECORDSOFEACHTEAM,THEREFERENCEGROUPSTOPTHERESULTSASUMMARYOFTHESTAGEFIRST,SECOND,THIRDORASSESSMENTOFTHEMOSTACTIVEGROUP,THEMOSTDISCIPLINEDTEAM,THEBESTTEAMOFGOODJOBSWEPRIZESINEACHGROUPASFARASPOSSIBLE,TOMAINTAINTHEENTHUSIASMOFTHEGROUP,WHILEENABLINGTHEMTOSEETHEIROUTSTANDINGEFFORTSANDFUTUREDIRECTIONSCHAPTERSOMEPROBLEMSDURINGTHEPROCESSOFRESEARCHANDPRACTICE,WEHAVESOMEPROBLEMS51STUDENTSDONOTTAK