A Lesson Study On The Application Of Structured Cooperative Learning In Senior High School English Reading Class

Cooperative learning has always received much attention in English language teaching,but many English teachers are influenced by their own theoretical limitations and traditional teaching methods,and do not achieve good results in the English reading classroom,making cooperative learning superficial.The purpose of this paper is to explore the teaching of English reading based on structured cooperative learning.This thesis adopts a lesson study format to design and implement reading instruction by using structured cooperative language learning.The authors selected four specific structures to design activities at the pre-reading while-reading and post-reading stages to see whether structured approach increases students’ interest and participation in reading lessons.The lesson example includes the following steps.First,analyze the learning situation and select the content and set the objectives.Second,design a reading instructional design based on structured cooperative learning.Third,implementing the first round of teaching.Fourth,reflect and implement the second round of teaching.Last,collect data and complete thesis.This study showed that students improved not only their attitude to joining in reading class but also their class participation.Through classroom observations,individual interviews and questionnaires,all revealed that most students were interested in the structured cooperative learning approach and would be more willing to participate in future classes.Whereas,some students still had some difficulty in expressing their views fully in English.Based on major findings,it is suggested that high school English teachers can effectively use structured cooperative learning in their reading teaching.By adopting a certain structure at different stages of classroom organization,it is easier to integrate classroom activities and learning content in a way that really enhances the effectiveness of cooperative learning.When designing a structured classroom,teachers should give students adequate scaffolding to help them further their discussions and change their role as a participant,supporter or facilitator.Meanwhile,teachers should also pay attention to the formation of implementation structures.The use of heterogeneous groupings of four students enables students at different levels to fully participate,thus realizing the true meaning of cooperative learning and effectively enhancing students’ learning ability and thinking quality in the reading classroom.