A Study Of The Cultivation Of Autonomous Learning Ability Of High School Students Through Cooperative Learning

For a long time, in the process of English teaching in Senior School,teachers are playing the most important role in the classroom and control thewhole classroom learning, and even the authority of the knowledge andsubject. While students just become the passive receivers of knowledge, whoalways think that knowledge is taught by teachers rather than leaned bythemselves. Besides, students in high schools show the passiveness of Englishlearning not only in classroom but also outside the classroom, and theirlearning behaviors almost depend on a teacher’s teaching. This is the situationthat greatly hinders their ability to learn autonomously, and limits theirdevelopment of English integrated skills. In spite of many previous researchesinto this field, it is widely agreed that most of High school students still followthe traditional teaching modes. This teacher-centeredness and authority-orient-ed tradition of Chinese education seem not to change a lot in senior School,especially in some Schools located in underdeveloped areas. One of thereasons is that a majority of teachers are still lack of the consciousness.Another more important reason is that teachers and learners don’t understandthe ways of cooperative learning and how to operate them. Therefore, thestudy attempts to explore that the effective activities and promotion incooperative learning in order to improve the ability of learning autonomy. Thisthesis mainly discusses what the status quo of English learning of the students is in High School; in what aspects English autonomy improve students`English in the perspective of cooperative learning and what activities ofcooperative learning can more efficiently promote the learners`learningautonomy. According to the theoretical basis of cooperative learning, basicelements of cooperative learning, types of cooperative learning, the authordesigns a series of teaching activities and changes the teaching methods in theexperiments of classroom. Besides, in the process of the operation of thecooperative learning, the teacher and students should attentively avoid beingtrapped in the traditional group activities. So the author brings in thedistinction between cooperative learning and traditional group activities in thetheoretical framework. In the teaching experiments, there is only one classwith forty-two students participating in the experiments. Questionnaires andlanguage tests are mainly applied to collect the information and data beforeand after the experiments. In the analysis of data, SPSS software is used toanalyze the data. The results of experiments show that compared with thetraditional teaching methods, the teaching strategy of cooperative learning canimprove students learning autonomy including attitude and motivation, canpromote students’ self-confidence and self-esteem, can improve students’interpersonal relationship and ability of social communication, and canobviously improve students’ overall academic achievements, especially inreading and writing. But there is no obvious improvement in vocabularygrammar and correction. The most important thing is that students actively participate in the classroom teaching, become the true masters of theclassroom, and take more interest in English learning. Meanwhile, learningothers’ advantages to make up for their own disadvantages in the process ofcooperative learning, students can learning other’s good learning methods toguide their study. At the same time, the change of a teacher’s roles has a greatinfluence on the teaching effects.