| With the implementation of English curriculum reform,student participation has become an ineluctable topic in current education research.So cooperative learning was widely used,hoping that the degree of student participation can be promoted.However,there is a cognitive deviation in teachers’ understanding of students’ participation.Although students looked as if they participate in cooperation actively,the effect is not obvious.Therefore,the investigation on students’ participation in English cooperative learning has important theoretical and practical significance.In this thesis,197 students from 5 classes in a junior school of Houma city,Shanxi province were investigated.Through questionnaire survey,it aims to investigate students’ participation status in junior high school English cooperative learning.In this thesis,student participation is defined as a combination of students’ behavioral participation,cognitive participation and emotional participation.And the research focus mainly on the following three questions:1.What is the current situation of student behavioral,cognitive and emotional participation in junior high school English cooperative learning?2.What is the correlation between students’ behavioral,cognitive and emotional participation in junior high school English cooperative learning?3.Differences of students with different gender,grades,and motivation in junior high school English cooperative learning?After investigation,the following conclusions were drawn: 1.Endeavor in behavioral participation is more than concentration..2.Deep strategy in cognitive participation is more than low level strategy and dependence.3.Positive emotion is more than negative emotion.4.Cognitive participation is closely related to emotional participation.5.Grade is key factor in junior high school English cooperative learning.6.Factors influencing students’ participation are various.According to the above conclusions,some suggestions are put forward: 1.Teachers should set up a correct view of student participation and guide students to participate actively.2.Teachers cultivate students’ awareness and skills of cooperation.3.Teachers design contents to stimulate students’ internal participation motivation of cooperation.4.Teachers should use the grooming mechanism to give everyone a chance to participate. |
