Research On The Effectiveness Of STAD Cooperative Learning Mode In English Reading Teaching Of Junior Grade Two

English reading is not only a part of the basic knowledge of English language,but also an important part of the four skills of listening,speaking,reading and writing in language learning,which plays an irreplaceable role in English learning.Nowadays,many junior high school students are facing the problems of boring reading teaching,lack of initiative,and the New English Curriculum Standard(2017)also puts forward new and higher requirements for English reading.However,it is imperative for teachers to seek a teaching mode that can scientifically and effectively improve students’ reading performance.Cooperative learning is an effective method that can effectively cultivate students’ language ability and promote communication between students.As a mode of cooperative learning,,Students Team Achievement Division(hereinafter,STAD)cooperative learning can promote the interaction between teachers and students and can also arouse students’ interest and enthusiasm in learning English.Therefore,the feasibility of applying the STAD cooperative learning model in junior high school reading teaching is very necessary.This study is based on the theory of social interdependence,the theory of constructivism,and the theory of zone of proximal development.It takes students in two parallel classes in the junior grade two as the research object to explore the effectiveness of the application of STAD cooperative learning to junior high school English reading.The following three questions:1.What is the effect of STAD cooperative learning mode on the English reading performance of junior grade two students?2.What is the effect of STAD cooperative learning mode on the reading performance of junior two students with high and low English levels?3.What is the junior grade two students’ attitude towards the cooperative learning mode?This study adopts the methods of experiment and questionnaire survey,taking the students of grade two in a junior high school in Yining City as the research subject,and randomly selected as the experimental class and the control class.The experimental class uses the STAD cooperative learning teaching mode,while the control class uses the conventional bottom-up reading mode,and English reading teaching will be carried out for 12 weeks.After the teaching experiment,the researcher analyzes the test paper scores and questionnaire data by SPSS25.0,and draws the following conclusions:(1)Through the pre-test and post-test,it is found that P<0.05,which proves that the STAD cooperative learning mode can improve students’ reading performance of the junior grade two.(2)Through the pre-test and post-test in the experimental class,it is found that P < 0.05,which proves that the effect of STAD cooperative learning mode on the junior grade two students with low English level is more significant than that on the students with high English level.(3)Through the data description of the questionnaire,it is found that the attitude of junior two students to cooperative learning is positive.Therefore,it can be seen that the STAD cooperative learning mode is more significant in improving students’ reading performance.Through group cooperative learning,intra-group cooperation,and inter-group competition,it is more effective for low-level students.It has a beneficial influence and stimulated students’ interest and enthusiasm for learning.