The Study On The Application Of English Reading Teaching Model Based On Cooperative Learning In Junior High School

As we all know that English reading plays an important role in language skills.Nevertheless,for a long time,traditional English reading teaching which solely depends on teachers importing.Besides,reading materials is regarded as real situations for grammar teaching.With the language development and the English Curriculum Standard updating,core literacy is underscored in English reading teaching,so traditional EFL reading teaching methods are indeed in much need of reform and new teaching methods are needed.During this time,what came into people’s eyes was cooperative learning.Cooperative learning was proposed by Slavin in the 1970 s,which took students as the principal part of the class,hoping to achieve the objectives in a harmonious and pleasant atmosphere.Students have clear goals and can complete tasks more efficiently through pair-work or group work.Although cooperative learning has been applied to the teaching of English reading in junior high schools,there are a few specific application strategies involving in this theory.Therefore,this research applies cooperative learning to English reading teaching in Grade Nine,aiming to explore whether the English reading teaching model based on cooperative learning can improve students’ reading ability effectively.In addition,hoping to provide a case for cooperative learning research and make an attempt for the reform of English reading teaching in Xinjiang.The teaching experiment was conducted in Class 6 and Class 4 in No.8 middle school in Urumqi,Xingjiang and the duration of the experiment is about one semester.Class 6 was arranged randomly as the experimental class,using the English reading teaching model based on Cooperative Learning,the control class is Class 4,in which traditional English teaching model which still exists in the school is employed.Before the experiment,all the participants were requested to take part in the pre-questionnaire and the pre-test to understand current situation of English reading.The result showed that the two classes in Grade 9 are in equal level in reading study.After the experiment,the post-test was used to check whether students’ scores of experimental class are significantly higher than the control class.Based on the calculation and analysis,p is lower than 0.05.It is easy to find that experimental class scores are significantly higher than control class.Besides,post-questionnaire and interview were used to know if there are some changes in learning habits,attitudes and learning skills.After analysing the various collected data,the author found that the English reading teaching model based on cooperative learning can effectively improve students’ reading scores.Moreover,in the process of cooperative,peers communicate with each other,teach each other,and help each other,which also enhances students’ self-confidence and communicative ability.The pedagogical implications are as follows: students are the subjects of learning.Teachers should “return” the classroom to students,and change their roles.They just play guiding roles,such as qualified organizers,observers,mentors,and supervisors.Secondly,teachers should consider whether the structures and types of the articles are suitable for cooperative learning in the preparation stage.Students are supposed to understand the content of the article correctly,dig out the deep meaning and be more innovative,to avoid the situation that cooperative learning falls into the stereotypes.Thirdly,in the process of developing cooperative learning,teachers should attach importance to the individual variations of all the students,show concerns and encouragements for students who have problems in English reading,and evaluate their learning results objectively.