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

Reading teaching is one of the important components of English teaching in senior high school,which plays a vital role in cultivating students’ reading ability.But today’s English reading class is still teacher-centered,exam-oriented,and focuses on grammar and vocabulary.Teachers instill knowledge in one direction,and students accept knowledge passively.Therefore,there is little interaction among students and between teachers and students.Students look for answers mechanically according to the questions behind the reading materials,so they simply can’t effectively understand the author’s intention and the connotation of the article,let alone really enjoy the fun of reading and generate the motivation of reading and learning.Thus their reading ability is difficult to improve.In 2017,the English Curriculum Standard for Senior High School promulgated by the Ministry of Education advocates the independent,cooperative and inquiry-based learning for students.Cooperative learning is the mutual-help learning in which students have a clear division of responsibilities in order to complete common learning tasks in study groups.This not only changes the traditional teacher-centered classroom teaching mode,which is a breakthrough and supplement to the traditional English reading classroom,but also gives full play to the main role of students and enables students to take the initiative of learning,which is helpful to cultivate students’ self-learning ability.And in the process of cooperative learning,communication and discussion among peers can stimulate students’ reading interest and motivation in reading.This thesis aims to discuss the following three questions:（1）What is the impact of the application of cooperative learning to English reading class on students’ reading interest?（2）What is the impact of the application of cooperative learning to English reading class on students’ self-learning ability?（3）What is the impact of the application of cooperative learning to English reading class on students’ reading achievements?In order to study the actual impact of applying cooperative learning to English reading class,this research starts from the following aspects: firstly,making use of the time of the author’s internship in Fengqiu County Senior High School,the author distributed relevant questionnaires to students to understand their current English reading situation.Secondly,in the research process,the author mainly found the impact of applying cooperative learning to English reading teaching by the experimental method.The research subjects are two parallel classes in Grade One that were randomly selected as the experimental class and the control class.In the experimental class,the teacher applies the cooperative learning to reading teaching,while in the control class,the teacher still follows the traditional teaching way in the reading teaching.Thirdly,the data collection and analysis in the research process have come from the results of questionnaire survey,the results of students’ reading achievements between pre-test and post-test,and interview records.The results of research show that: first,the application of cooperative learning to English reading class has stimulated students’ reading interest.Second,English reading tasks based on cooperative learning are of great help to cultivate students’ self-learning ability.Third,after applying cooperative learning to English reading class,students’ reading achievements have been significantly improved.