A Study Of Students’ Cooperative Correction Of English Homework In Groups In Junior Middle Schools

Nowadays, we have carried on essential-qualities-oriented schooling (suzhi education) for more than ten years. Along with the deepening of the new curriculum reform, we have made a lot of achievements in English teaching in Junior Middle Schools. However, we still have a lot of confusion. For example, some English teachers design their teaching just for a certain task or an action,not for the development of students.The students in Junior Middle Schools also has an inefficient or even invalid learning efficiency after school.The learning of students after school in Junior Middle Schools is mainly manifested in their homework:such as their attitudes towards their English homework and their learning ways. They often ofen finish their homework passively. They do it only to finish a task. Their learning ways are single, too. All of these are the current facts in English teaching in Junior Middle Schools. These facts make their confidence and interest in English learning suffered badly. At home and abroad, the researches and works on the homework are mainly concerned with the "teaching" of teachers to help students to "learn" well. But they seldom think about whether students’learning cound guide our teachers’"teaching". Based on the analysis of domestic and foreign related literature and theory, combined with the practice in English Teaching of Junior Middle Schools, this study presented a new teaching mode-----students’ cooperative correction of English homework in groups in Junior Middle Schools. This research attempts to argue the following two hypotheses:1) The teaching mode of students’cooperative correction of English homework in groups can improve the students’English achievements;2)The teaching mode of students’cooperative correction of English homework in groups can change the Junior Middle School students’ attitudes to their English learning, raise their interest towards English learning and improve their learning methods.This thesis first analyses the researches on homework and the problems existing in teaching in recent years at home and abroad. Then to verify the hypotheses, the writer carried out an experiment which lasted22weeks.50students from Class2of2011in No.5Middle School of Xinjian in Jiangxi participated in the experiment. A pre-experiment final English test in the experiment class (50students) was held and the results were collected to prepare for the experimental data analysis. There were22weeks of learning training for the experiment class, and a post-experiment final English test was held to testify the effectiveness of the students’cooperative correction of English homework in groups and also prove the teacher’s guidance will have an affirmative effect on students’learning. Post-experiment questionnaires were distributed to the students of the experiment class to find out their attitudes to cooperative correction of their English homework.Through the analysis of the collected data after the experiment, the study has found that this new teaching mode based on Constructivism and cooperative theory improves students’English acchievements.Also, it is found that this new teaching mode has changed students’ passive attitudes into active ones to their English learning, stimulated their interest of English learning and improved their English learning ways through the statistical analysis of the questionnaire in the experiment class. Finally, from the two angles of students and teachers, the influence factors on English teaching in Junior Middle school are discussed.