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摘要英语阅读教学一直是以教师为中心，以考试为调控，以词汇和语法为基础,而学生则作为被动的知识接受者。新课程改革的重点就是要改变英语课程过分重视英语语法和词汇知识的讲解与传授，强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径。“合作学习”是一种学生在小组内共同努力达到一个共同目标的一种学习方法，是以关注小组学习或任务为主的学习模式，尽而实现英语学习中的“参与、实践与交流”。本文首先阐述了合作学习的定义及合作学习的优缺点，以及如何将合作学习运用于中学英语阅读教学的方法，其次,作者提出教师在英语阅读教学中应用合作学习的建议。10454
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关键词：合作学习;阅读教学;阅读能力
Abstract The traditional English reading teaching is dominated by a teacher-centered, examination-oriented, grammar and vocabulary-based method, while students as passive knowledge receivers. There is a great need to reflect on the teaching methods in the English reading class and make some changes. Cooperative Learning is an important part of the Standards of English Curriculum, which advocates the cooperative spirits among students and task-based teaching. Cooperative Learning is a kind of learning that students are all engaged in various study activities, which needs cooperation and mutual support in groups. They work together to finish the learning tasks assigned by the teacher. Cooperative Learning reflects the characters of human communication and cooperation. First, the author gives the definition of cooperative learning and the benefits of it, and how to apply Cooperative Learning in Middle English reading class. Secondly, the author gives some suggestions on teacher’s strategies to the application of cooperative learning in reading class.
Key Words: English reading; Cooperative Learning; Reading ability
Contents
摘 要 i
Abstract ii
I. Introduction 1
II. The Study of Cooperative Learning 2
2.1 The Definition of Cooperative Learning 2
2.2 Basic Elements of Cooperative Learning 3
2.2.1 Positive Interdependence 3
2.2.2 Face to Face Group Interaction 3
2.2.3 Development of Small Group Social Skills 3
2.2.4 Group Processing 4
2.3 Benefits of Cooperative Learning in Language Learning 4
2.4. Application of Cooperative Learning to English Reading Class 5
2.4 .1.The Present Situation of English Reading Teaching 5
2.4.2 A Rationale for Combining Cooperative Learning with Reading Instruction 6
III. Research Methodology 7
3.1 Research Questions and Purpose of the Research 7
3.2 Subjects 7
3.3 Instrument 7
3.3.1 Reading Achievement 7
3.3.2 Questionnaires 8
3.3.3 Student Interview 8
3.4 Procedure 8
IV.Data Collection and Data Analysis 8
4.1 Analysis and Discussion on the Collected Data 9
4.2 Suggestions on Teacher’s Strategies to the Application of Cooperative Learning in Reading Class 10
V. Conclusion 12
Bibliography 14
Acknowledgements 15
The Application of Cooperative Learning in English Reading Class in Middle Schools
I. Introduction
Cooperative Learning has attracted more and more attention from many research areas all around the world since 1980s. It was first introduced to china and some Chinese schools began to apply it to school education. Throughout the twentieth century, and particularly in recent years, there are a growing number of researchers and educators using Cooperative Learning in many subjects at all levels of schools. The purpose of this research means to explore the advantages of Cooperative Learning for Junior High School students to create an effective model of learning English Reading. While in the cooperative learning, “Knowledge is actively constructed, discovered, transformed, and extended by students. The teacher’s effort is aimed at developing students’ competencies and talents; education is personal transaction among students and between teacher and students as they work together.” (Johnson 23)