A Research On The Effectiveness Of Cooperative Learning In English Reading Teaching Of Senior High School

English reading plays a very important role in the English learning of senior high school.It is one of the most important skills of four skills including listening, speaking, reading and writing in the second foreign language. It is also the key to English scores of college entrance examination. So improving the level of high school students’ English reading is the focus of high school English teachers and students. Cooperative learning refers to a kind of mutual learning and it means that the students in a team or a group have a clear mission to complete the common goals. Under the background of new curriculum reform, the application of cooperative learning in the high school English reading teaching is a request of new curriculum standard practice. It has also become an effective teaching approach for students’ learning needs. Students can study in a relaxing and harmonious atmosphere to discuss and communicate with each other together through cooperative learning. It can not only cultivate the students’ interest in English learning, but also can further enhance the students’ ability of autonomous learning. High school English cooperative learning group is a sort of teaching activity, which is based on the basic principles and methods of cooperative learning, and combined with the characteristics of English subject and psychological characteristics of the high school students in learning English, and guides the students to study together in the team.It can also promote the development of students’ cognitive and emotional abilities through the cooperation of teams or groups.Aiming at this phenomenon and on the basis of a lot of theoretical researches, this thesis plans to take social constructiveness theory, cognitive development theory, social interdependence theory and need theory as the theoretical basis of cooperative learning to expound the definition and elements of cooperative learning. It combines the reality of high school English teaching and puts forward the hypothesis of group cooperative learning in senior high school English reading class in order to solve the following problems:(1)Whether the cooperative learning can cultivate students’ interest in English reading?(2)Whether the cooperative learning can reduce students’ anxiety in English reading?(3)Whether the cooperative learning can enhance the students’ reading achievement?100 students in Senior One in Kuancheng No.1 Middle School, Hebei Province areselected as the experimental subjects, which consist of the experimental class and the control class. This study aims to investigate the strategies of cooperative learning of the suitable Senior English reading teaching with different teaching modes to teach the two classes. The experiment class adopts the “students-centered” cooperative learning teaching modal, while the control class takes the “teacher-centered” traditional teaching modal. And finally it analyzes the test results at the end of the semester according to the theory and the connotation of cooperative learning. The research also can improve students’ reading ability and develop their consciousness of competition and cooperation, exerting students’ potential and public individual character. Based on the empirical analysis through the contrast test, finally it concluded that: through the cooperative learning group, the students’ initiative reading abilities are enhanced, and their reading anxiety is also reduced with the enthusiasm of learning English improved. Eventually the whole English teaching has been improved.