A Study On The Application Of Cooperative Learning In Senior High School English Reading Teaching

In recent years,the teaching of English reading in high schools in China has developed rapidly.However,due to many factors,the effect of English reading teaching in our country is not satisfactory.In the current English reading teaching,teachers mostly adopt traditional reading teaching methods that focus on knowledge and practice,and focus on teaching grammar,syntax,and vocabulary or the translation of the original text.There is a lack of interaction between teachers and students and between students and students.Students are in a passive state of acceptance,unable to truly understand the author’s intentions and the connotation of the article,and not interested in English reading,and their subjective initiative is not fully utilized,time-consuming and labor-intensive but inefficient.This study adopts the experimental comparison method,compares the cooperative learning teaching mode with the ordinary classroom teaching method,based on the current situation of high school English reading teaching,the author wants to prove the following questions through experimental research:(1)Can cooperative learning applications stimulate students’ interest in English reading in high school English reading teaching?(2)Does the application of cooperative learning help improve students’ English reading performance in high school English reading teaching?(3)Does the application of cooperative learning help improve students’ English reading ability in high school English reading teaching?The comparison before and after the experiment is that by adopting different teaching methods for the students in the two classes,we can find that the cooperative learning mode adopted by the experimental class is more effective.The students’ self-learning ability,communicative ability and expression ability of the experimental class improved obviously,and were better than the control class students.The vocabulary,reading interest,reading speed and reading ability of the students in the experimental class were obviously improved.The frequency of communication and interaction between students in the experimental class,the frequency of jointdiscussion between teachers and students,and the frequency of study discussion in the group are also significantly higher than the control class.This result fully shows that the cooperative learning model is more suitable for high school English reading teaching,and has a positive impact on the cultivation of students’ individual learning ability and the improvement of academic performance,and has far-reaching significance for improving the quality of English teaching in high school.The topic selection is based on the experimental measurement results,combined with the actual needs of English language education,and some suggestions are put forward to promote the effective integration of cooperative learning teaching methods in the classroom.