论文总字数：31617字

摘 要

英语阅读，作为语言学习的四大基本技能之一，在英语学习中有着举足轻重的作用。长期以来，我国中学的英语阅读课大都采用以教师讲解为主，以考试为调控，英语阅读课的焦点主要集中在语法和词汇的讲解。合作学习，作为对传统英语阅读教学的一种补充和突破是实际可行的。本研究的目的旨在借鉴合作学习相关理论的基础上，通过个案研究，探索合作学习对英语阅读的影响，最后通过对学生前侧和后侧成绩的对比，以及对问卷调查结果的分析，从而得出结论。

关键词：英语阅读教学；合作学习；阅读能力培养

Contents

1. Introduction 1

2. Literature Review 2

2.1 Researches of Cooperative Learning at home and abroad 2

2.2 The different definitions of Cooperative Learning 2

2.3 The theoretical basis of Cooperative Learning 4

3. Necessities of Applying Cooperative Learning in English Reading Teaching 5

3.1 To really reflect student centered 5

3.2 To fully embody the application of knowledge 5

3.3 To embody the function of affection 6

4. A Case Study 6

4.1 Research question 7

4.2 Subjects 7

4.3 Instruments 7

4.4 Research procedures 8

4.5 Analysis and discussion 9

5. Limits and Suggestions 11

5.1 Limits 11

5.2 Suggestions 12

6. Conclusion 12

References 14

Appendix 1 15

1. Introduction

English is one of the main subjects in senior high school, whose main purpose is to make some preparations for further education and work. English language has caught more attention because of its function of cross-cultural communication. It is no wonder that English reading, as one of the most effective means of getting information, is the chief way to gain and exchange message. However, the traditional mode of teaching reading has been ingrained in people’s minds: teaching new words---explaining grammar structures---explaining the text---reading the text. In recent years, basic education has made some changes in cultivating students" comprehensive competence. The basic idea of the New Curriculum Standard emphasizes that students should give full freedom to their learning potential in order to form effective learning strategies and improve their autonomous learning and Cooperative Learning abilities. As a result, autonomous learning and Cooperative Learning has gradually penetrated in the field of basic education, and began to gradually shake the deep-rooted traditional education. Applying Cooperative Learning is very necessary because a lot of problems exist in the traditional class. Firstly, teachers explain the text and students take notes. A lot of teachers often decompose the reading material into isolated language points and pick out the knowledge of grammar and language points contained in the text, and students write down these notes one by one. Secondly, students do some sole activities and read the text passively. Many students think that the purpose of reading is to get scores in exams of reading part, so they always read the text passively and complete the exercises with the result that students lose their ways of thinking and motivation. Last but not least, Synchronous classroom teaching rhythm cannot take care of each student, which often makes students have two levels of differentiation in English learning so that many students lose confidence in learning English.

Six chapters are included in this thesis. Chapter one is the introduction of the whole research. It presents the background of the study as well as the structure of this thesis. Chapter Two reviews relevant literature and provides a theoretical rationale for the present research. Chapter Three describes the necessities of applying Cooperative Learning in English Reading class. Chapter Four is the description of the investigation. Then Chapter Five is the conclusion part and we can draw the conclusion that students can improve their reading ability and gain confidence by using Cooperative Learning method.

1. Literature Review

2.1 Researches of Cooperative Learning at home and abroad

In the 1970s, Cooperative Learning emerged in the United States, in mid-1970s to mid- 1980s, foreign scholars did a lot of researches of Cooperative Learning and has made substantial progress. Most studies show that Cooperative Learning is more effective than independently study and it can improve learning grades and promote positive relationships and higher self-esteem (Gomleksiz 25 and Johnsonamp; Johnson 409). Ching-Ying Panamp; Hui-Yi Wu (2005) found that Cooperative Learning has a positive effect on improving students’ reading competence. Bolukbas, Keskin, Polat (2009) thought that Cooperative Learning can help students participate in reading class and create harmonious learning atmosphere for students.

In China, some researchers began to study Cooperative Learning in 1980s, and they got some progress in the middle of 1990s. Wang Suiping, Yang Jie (1995) employed Cooperative Learning in teaching skimming, scanning, speaking and listening, and indicated that Cooperative Learning is beneficial to develop students’ susceptibility, curiosity and esthetic judgment of each language. Zheng Hanwen (2004) thought that Cooperative Learning provides a actual language atmosphere for English learners. Zhao Junhai (2008) hold the opinion that Cooperative Learning strategies can improve reading competence of some students whose major are not English. In conclusion, Cooperative Learning has a positive effect on promoting students’ reading competence.

2.2 The different definitions of Cooperative Learning

The term Cooperative Learning was put forward by Robert E. Slavin in the 1970s which developed quickly and became a key system.

Johnson DW and Johnson RT (1984) hold the opinion that students work together in groups to achieve their learning goals; in this case, individuals seek the results which are beneficial to themselves.

Nastasiamp; Clements (1991) regarded Cooperative Learning as one that involves adapting learning structure so that group members work together to complete a common goal.

Olsenamp; Kagan (1992) defined Cooperative Learning as: group learning activities organized so that learning is dependent on the socially structured exchange of information between learners in group and in which each learner is held accountable for his or her own learning.

A researcher in our country Wang Tan (1994) hold that "Cooperative Learning is a teaching strategy which is aimed at contributing to enhance cooperation in a heterogeneous group and achieve the common goal.”

Another scholar in our country Guo Bingyan (1997) thought that Cooperative Learning refers to team learning as the main form in classroom teaching, thus promoting students’ cognition and emotion with some certain procedures and methods.

From the above definition, some key features can be summarized about Cooperative Learning as follows: groups are structured, they are closely related with each other, students have a better learning by cooperation.

Through study and practice, Cooperative Learning refers to a teaching strategy with the use of learning goals and reward mechanism which can let students actively interact and positively reflect in a heterogeneous group.

Cooperative Learning whenever you use must according to its basic elements, including heterogeneous groups, individual responsibility, cooperative skills and self-evaluation. Those reflect more fully, the better. The definitions of experts mentioned in the front of the article are from different aspects to reflect the basic elements of Cooperative Learning. Establishing heterogeneous groups before Cooperative Learning is to reflect the comprehension of group, thus providing complementary positive interaction between groups and providing fairness for inter-group competition. Secondly, Cooperative Learning goals are only regarded as a strategy used to promote the comprehensive development of students. In addition, the cooperation reward mechanism can make each student know their responsibilities clearly and fully mobilize the initiative and enthusiasm of each student. In general, each definition has its specific connotation and certain extension, so we must further understand and master it in practice.

2.3 The theoretical basis of Cooperative Learning

2.3.1 Motivational Theory

The Motivational Theory mainly studies the reward and target structures of students" activity. Deutsch (M, 1949) once defined three kinds of target structures: cooperative structure, competitive structure and individual structure. From the perspective of people who advocate the motivational theory, they hold that the cooperative goal creates a situation where the team members can reach the individual goal only through the success of the team. Cooperative Learning emphasizes "group cooperation, group competition", group competition between the two groups can improve students" external motivation and group cooperation within the group can improve the students" learning motivation. Cooperative goal structure decides that group learning success depends upon success of individuals’ learning, so team members must do anything to contribute to team success and do their utmost to achieve common goals. In Cooperative Learning, group members can form “the community of common interest” through common learning objectives, task division, resource sharing, roles taking and group rewards and recognition between group members, which is beneficial to stimulate their learning motivation.

2.3.2 Constructivist Theory

Constructivist Theory hold that knowledge is not taught by teachers, but can be acquired by meaningful constructivist methods with the help of other people and the use of learning materials under certain social background. The learning process is actively constructing knowledge and experience rather than accepting it passively which can enrich and transform their knowledge and experience through interactions of new experience and original knowledge. According to constructivism, people construct their understandings to outside world with their personal experience is different, and many limitations are also included. People can understand more accurately and more comprehensively by meaningful sharing and coordination. The constructivist learning is learners centered, who are all in their own unique ways to feel the outside world, as is the Cooperative Learning, which emphasizes students’ active participation and they can get and enrich their prior knowledge and experience by discussion and cooperation.

3. Necessities of Applying Cooperative Learning in English Reading Teaching

3.1 To reflect student centered

In traditional class, teachers focus on teaching the content of textbooks and ignore students" learning methods so that students are lack of initiative and innovation of learning, but the basic ideal of New Curriculum Reform is clear to students that the classroom teaching is centered of students. This concept is not only concerned with how teachers teach students but also how to learn by students themselves. More emphasis on the cooperative teaching principle embodies the people-oriented and learner centered ideology. Teaching process changing the interaction between teachers and students into students" interaction, from passive acceptance to active learning, from getting knowledge to training ability, reflects the core idea of Cooperative Learning. The basic mode of Cooperative teaching is guidance--participation. For the relationship between the teachers and students, students should become subjects of study and should be involved in learning actively to learn from experience and experience the success. Cooperative teaching pays attention to student in the learning process and encourages students to form a positive learning attitude and to improve the ability of language application in reality.

3.2 To fully embody the application of knowledge

Cooperative Learning is composed of different learners under the guidance of teachers, and each learner finishes the learning task with different responsibilities and common goals. The National Curriculum Standard regulates targets of different levels and requires that teachers should try to use the task-based approach in teaching instead of using simple teaching methods to teach language knowledge. Cooperative teaching regards " task "as the driver, and creates a situation which is close to reality and attracts and organizes students to participate in practice. Students can complete the task of learning through many methods such as thinking, communication and cooperation and using English to solve the problem. Students improve the ability to use the language in practice through applying knowledge.

3.3 To embody the function of affection

The traditional teaching only pays attention to the cognitive function of teaching instead of affective function. The traditional teaching also emphasizes on imparting knowledge and students always accept knowledge passively so that it is difficult to improve the students’ learning interests. The National Curriculum Standard points out that the ability to use these knowledge is based on students" language skills, language knowledge, emotion and attitude, learning strategies and cultural awareness. Among these, the emotional attitude is an important factor that affects students" learning and development. Only if they have positive emotions in learning English, students can maintain the power of learning English and get good grades. Cooperative Learning is to meet the individuals’ needs of self realization, reduce learning anxiety and strive to create a relaxed, democratic and harmonious atmosphere of teaching. In teaching, teachers urge student to learn from each other, help each other and experience a sense of honor and achievement through creating a variety of Cooperative Learning activities. Students of poor academic performance in study group can get help, ease learning anxiety, experience joy of success and strengthen their self-confidence. Those students of great academic performance can help members get the satisfaction, improve the learning interest and stimulate the enthusiasm for learning.

4. A Case Study

4.1 Research question

In order to reflect the influence of Cooperative Learning on students" English reading ability and their attitudes towards English reading, this study mainly focuses on the following question:

Can Cooperative Learning improve students" reading ability?

4.2 Subjects

The subjects of this experiment are some students from class 16 in Zhong Xing High School of Siyang County in Jiangsu Province. A total of 36 students participate in this experiment, including 20 girls and 16 boys whose ages are between 17-19 years old. They have learned English for nearly a decade of years and their personality and English reading competence are different. In order to avoid the extra efforts made by participants to help the researcher to realize the purpose of the study, participants were not told the purpose of the research.

4.3 Instruments

4.3.1 Questionnaire

A questionnaire was designed which could be used before the experiment and after the experiment. The first questionnaire (see Appendix 1) was released to students in March 2016, before the experimental subjects entering in the experimental class; this questionnaire is designed mainly for surveying students’ past experience of Cooperative Learning and English reading motivation. In April 2016, the questionnaire (see Appendix 1) which is also distributed to experiment subjects after the experiment is designed to investigate whether Cooperative Learning has a positive effect on enhancing the level of students" English reading motivation.

4.3.2 English reading tests

For 36 students who participate in the experiment, in 2016 March before the experiment, a pre-test was done to determine the reading abilities of these subjects. In April 2016 after the experiment, a post-test of the reading competence of these subjects was carried out. Analyzing and comparing results and data determines whether the Cooperative Learning is good for improving students" English reading ability.

4.4 Research procedures

4.4.1 Before the experiment

剩余内容已隐藏，请支付后下载全文，论文总字数：31617字