An Empirical Study On The Application Of Cooperative Learning Mode In English Teaching In The Minority Undergraduate Preparatory College

The education of the minority undergraduate preparatory college is an important strategy of the development of the western regions and an important measure of cultivating talents for the western regions. Ethnic minority preparatory students are mostly from the areas where economy and culture are not developed and education is relatively backward. Minority preparatory students are admitted to pre-college by the favorable policy of minority, so their English level is characterized by multi-level. The traditional teaching mode that is teacher-centered has been unable to adapt to the demand of modern pre-college English teaching.In recent years, many teachers have attempted bravely cooperative learning in English teaching in primary or middle school. Because cooperative learning mode changes the traditional classroom teaching mode that teachers mainly teach the knowledge and students passively accept it and it is popular with the majority of teachers and students. But few teachers in pre-college seldom applied cooperative learning to English teaching in the minority undergraduate preparatory college. The author thinks that it is worthwhile to investigate into the effect of cooperative learning in pre-college English class teaching. Therefore, the author made an empirical study on the application of cooperative learning mode in English teaching in the minority undergraduate preparatory college with the combination of quantitative and qualitative research methods. The author hopes to verify the following assumptions through the research:1) Cooperative learning is conductive to improving the students’exam results;2) Cooperative learning is conductive to cultivating students’ability to solve problems;3) Cooperative learning is conductive to improving students’attitude toward learning English;4) Cooperative learning is conducive to cultivating students’interest in learning English.The research objects were the minority undergraduate preparatory students of121Y23and121Y24in Nanchang Institute of Science and Technology.121Y23was the experimental class taught in cooperative learning and121Y24was the control class taught in traditional teaching method. First of all, the author let the students of the two classes take the pre-test. Through the data of the pre-test, we knew that English level of the two classes is almost the same and students’English level is uneven. After the implementation of cooperative learning, the author made the post-test among students. Through the comparison and analysis of the students’test exams, we found that the students’exam results had great improvement after the implementation of cooperative learning mode. This result verified the author’s first hypothesis that cooperative learning is effective to improve students’performance. Before the implementation of cooperative learning mode, the first questionnaire was conducted among the students from the experimental class. Through the analysis of data, we knew that most of students were not interested in learning English, had negative learning attitude and little understanding of cooperative learning. After the implementation of cooperative learning mode, the second questionnaire was distributed among the students of the experimental class. Through the data analysis of the second questionnaire, we knew that most of students were interested in learning English, had a positive attitude toward English learning and had a better understanding of cooperative learning. The data analysis and analysis of results and interviews once again proved the author’hypotheses. From the analysis results of the questionnaires, reviews and the pre-test and post-test, the author drew a conclusion that cooperative learning mode applied to English teaching in the minority undergraduate preparatory college was feasible and effective, it can improve the students’exam results, develop the students’ability to solve problems, is conducive to cultivate students learning interest in learning English and improve students’attitudes toward learning English. Finally, according to the research results, the author analyzed the effectiveness of cooperative learning mode applied to English teaching and indicated the problems and shortcomings and put forward corresponding suggestions.