A Case Study On Group Cooperative Learning Activities In Senior High School English Reading Class

As an important learning activity in English learning,group cooperative learning can improve students’ communication skill and cultivate the cooperative spirit of students.However,in senior high school English class,group cooperative learning is not used as good as possible,and there is a problem of paying more attention to designing than to implementation.Therefore,this study uses the classroom observation,and tries to find and analyze the advantages of group cooperative activities in high quality English class,and then proposes some feasible suggestions for the high school normal class of English teaching.This study is based on the teaching videos of 18 teachers in the 11 th National High School English quality course,records the videos into texts,and regards students’ learning and teachers’ teaching as the perspectives of observation.And then the author designs observation scale,collects and analyzes the data to answer these three research questions:(1)In pre-group cooperative learning,how do teachers and students prepare for group cooperative learning activities in reading classes?(2)In while-group cooperative learning,what types of cooperative learning activities do teachers design during cooperative learning? How do teachers and students participate in them in reading classes?(3)In post-group cooperative learning,are there any feedback activities after cooperative learning activities? If so,what types of the feedback do teachers design?The findings of the study are as follows: Firstly,in pre-group cooperative activity,teachers use both direct instructions and indirect instructions;there are different types of guidance in the group cooperative learning activity;the students are fully prepared before the activity.Secondly,in while-group cooperative activity,there are various types of group cooperative activity;the goals of group cooperative activity point to the intermediate and high levels of cognitive objectives;the time of group cooperative activity is appropriate;the group cooperative activities have high participation rate;the teachers mainly play the role of instructors.Thirdly,in post-group cooperative activity,teachers attach importance to the feedback of students;the types of feedback are varied.According to the conclusions above,the author proposes the high school English teachers should be good at using the direct and indirect instructions;enrich the types of guidance;attach importance to the preparatory work of students;use varied types of group cooperative activities;improve the cognitive level of students;ensure the time of group cooperative activities is moderate;mobilize the students’ participation of group cooperative activities;play different roles in the activities;attach importance to feedback;use different kinds of feedback activities.