| The class of commenting English test paper is one of essential and indispensable classes in teaching English in junior high school.However, it is regarded as a type of class that occupies too much time but gets bad results. This class helps students get to know how they learn and train students’ comprehensive ability. In addition, it helps teachers to know about students and improve their teaching strategy and skill to improve the quality of teaching. Therefore, it is deserved to be specially paid attention to have a good class of commenting English test papers in junior high school. Also, the National New English Curriculum in Junior high school(2011) has clearly stated “Aim education for all students”. It is clear pointed out that students are main body of learning. For this reason, the author realized that stimulating students’ interests to be active in taking part in the class to embody the main body of students fully in learning may be a major breakthrough to improve this class. In this thesis, the author reviewed the study of the class of commenting English test paper at home and found that almost all the researchers pointed out the significance of the role of students’ main body in learning and even encouraged some top students to participate in this class. However, how to stimulate more students to take part in the class is fewer proposed. Also, cooperative learning has increasingly been proved a popular and productive form of active pedagogy and has been widely-used in a broad range of subjects including English. Nevertheless, the study about how to implement cooperative learning well in the class of commenting English test papers is rarely done. Therefore, in this thesis the author made an attempt to the study of application of cooperative learning in the class of commenting English test papers in junior high school.In this thesis, the author adapted the process-focused method and reviews the developmental theory, the cognitive elaboration theory and the motivation theory as the foundation and theoretical considerations. It also reviews the definition of cooperative learning at home and abroad in teaching, discussing the five basic components of cooperative learning: positive interdependence, face-to- face Interaction, individual accountability, interpersonal group skills and group processing.。In addition, it also reviews the study of the class of commenting English test papers at home and states the basic elements and the practical value of the application of cooperative learning of commenting English test papers in teaching English.Two questionnaires to students and one interview to English teachers are specially designed for the students of Grade 8 and English teachers of Grade 8 separately in xxx Middle School. In addition, the results and the two test results, the pre-test and pro-test the spring of 2014 and the fall of 2014 are analyzed in the paper. Analysis of the quantitative questionnaire results,the comparison between pre-test and post-test of students and interviews to students showed that the participants generally tend towards supporting the implementation of cooperative strategies in teaching this kind of classes. Results are as follows: 1)After implementing cooperative learning in the class of commenting English test papers, 86.66 percent of students love to study English more. 93.1 percent of students agree most of their problems can be solved in class. 2) As for academic achievements, in the experiment group, the class mean scores of pre-test are 83.9 while after the experiment, mean scores are 88.27. It increased 4.37 by 6.42%. The outcome(P=0.002) reached an extremely remarkable level. However, in the comparison group, mean scores of pre-test are 86.63 while mean scores of pro-test are 87.36. It increased 0.74 by 0.74%. The outcome(P=0.386) had no obvious difference. Also, after the experiment, for students’ mean scores of equal or higher than 90 in the pretest, their mean scores reduced 5.69%. Mean scores of 80-90 increased 5.69%. Mean scores of 70-80 increased 15.87 %. Mean scores of 60-70 increased 20.05%. Mean scores of less than 60 increased 41.51%. Except top students(≥90) fell behind a little, all the students got improved a lot. Particularly, the students whose initial scores are less than 80 got improved most.In a conclusion, the results also identified that it is effective and feasible to apply cooperative learning in the class of commenting English test papers; clear-division of group promotes definitely cooperative learning; students’ learning interests in English was enhanced greatly. It is a critical factor to form an enjoyable and successful language learning atmosphere in the long run. Therefore, this technique deserves to be wildly implemented in having the class of commenting English test papers. |
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