An Empirical Study Of The Cooperative Learning Classroom Mode In Senior High School English Reading Teaching

Under the background of the exam-oriented education,English reading has become an indispensable and important part of senior high school English teaching.Therefore,high-quality English classes and strong interest in English reading are very important for English teaching.However,in the traditional English reading class,teachers are always the center of the class,students rarely have the opportunity to communicate in the class,and they are passive knowledge receivers.As time passes,students will lose their interest in the English readings,their English reading ability will gradually decline,which leads to severe impacts on their English reading achievements in school.Based on the above issues,it is necessary to adopt a new learning method for English reading teaching.The cooperative learning classroom conforms to the requirements of the New Curriculum Standards,emphasizing that students achieve their common learning goals through communication and cooperation,and the demands of the students' physical and mental development.In the cooperative learning process,students would have more opportunities to communicate,cooperate and learn with classmates.An empirical study on the cooperative learning classroom aims to explore the following three questions:(1)Will students' interest be stimulated through cooperative learning in the English reading class?(2)Whether students' reading ability and reading achievements are promoted through cooperative learning?(3)How should teachers construct the cooperative learning classroom in English reading teaching?In this research,the students of two parallel classes of Grade One in Zhouzhi No.3 Senior High School,Xi'an,Shaanxi Province were chosen as the research participants.One class was the experimental class,the other was the control class.In the experiment,the questionnaire method,the pre-test and post-test methods(paper test method)were used to make a comparison and analysis of the collected data of the two classes.Before the experiment,the pre-questionnaire was conducted in both classes in order to know the students' present English reading situation of two classes.After the pre-questionnaire,a pre-test was carried out in both classes so as to know the related situations of students' reading ability and reading achievements of the two classes.During the experiment,the experimental class adopted the cooperative learning classroom mode,while the traditional classroom teaching was applied in the control class.At the end of the experiment,the post-questionnaire was distributed to the experimental class,at the same time,a post-test was carried out among all the students in both classes in order to know whether the students' interest and attitudes changed compared to that before the experiment,and whether the students' reading ability and reading achievements were promoted.At last,the data was collated,analyzed and compared,and drew conclusions that the cooperative learning not only stimulated students' interest in English reading class,but strengthened their reading ability and improved their reading achievements.Meanwhile,based on the connotation of the cooperative learning and its relevant theories,the thesis put forward the specific suggestions on constructing a high-quality English reading classroom mode.