The Theory Of Cooperative-mastery Learning In Vocabulary Teaching For Art Students Of Senior High School

English vocabulary is a foundation of English study and plays the most important role in learning English. It is also one of the problems that students,especially art students in senior high school,often complain about. With the enlargement of enrollment scale of higher art institutes, the number of art students in senior high schools is increasing. As a special group, art students have poor academic knowledge and do even worse in English learning. While in terms of the Chinese learning custom and context, facing the art students'poor English, the idea of teacher-centeredness is popular with English teachers and the students gradually get used to dependent habit in learning and lose interest in English class. Thus, although the teacher spares no efforts to make the students to acquire more in class, the result is far from satisfactory. Therefore, it is urgent to reform the teacher-centered English teaching method for the art students in senior high schools. Considering their characteristics of cognition and foundation, the English teachers should give enough attention to vocabulary teaching and improve art students'learning, attempting to achieve double effects with half the work.The newly issued curriculum criterion of English advocates the learning style of experience, practice, participation, cooperation and interaction. It demands that the traditional teacher-centered teaching methods be changed into the student-centered, and encourages developing the integrated skills of listening, speaking, reading and writing by means of cooperation.Mastery learning and cooperative learning have been applied in classroom teaching effectively. The already study has proved that if the cooperative learning and mastery learning could be combined,the effect would be better. This paper firstly analyzes the definition, basic elements, theoretical foundation basic ideas and practical strategies,and then finds the common characters of the two, finally gives a practical teaching mode-- to combine mastery learning and cooperative learning and apply the cooperative-mastery learning to vocabulary teaching for art students. Two classes the author teaches herself in Fengnan No.2 High School served as the participants of this study. Class 21 was the experimental class and Class 22 was the control class, and their English achievements were nearly the same. Students in the experimental class learned vocabulary in cooperative-mastery learning strategy, while students in the control class learned the same vocabulary via traditional ways.This study mainly adopts the methods of questionnaire and action research and lasts for a school semester. In practice research, this paper tests and verifies that the cooperative-mastery learning strategy is effective in English class for art students in senior high school. Cooperative-mastery learning, which has been used in English classroom of Senior 1, can promote art students'academic achievements, stimulates students'learning interest and motivation, creates more opportunities of practice, involvement, cooperation and communication for students, and creates the better study atmosphere. So, it proves that this teaching mode is quite acceptable and feasible in English vocabulary teaching among art students in senior high school.