The Application Of The Autonomous-cooperative Learning To The English Reading Teaching In Junior Middle School

With the rapid development of science and technology, reading hasobviously become an essential way for people to gain new information andcommunication. However, the teaching of English reading has been plaguedby the majority of English teachers. The traditional English reading teachingstill mainly relies on the explanation and memorization; so many students areless interested in reading.Thus, in recent years, we have been on English reading teaching forreflection. The focus of the new curriculum reform is to change Englishlessons that focus too much on the explanation and teaching of Englishvocabulary and grammar, emphasizing the students ’ interest in learning, lifeexperience and cognitive level, advocacy experience, practice, participation,autonomy, cooperation and exchange of learning and task-based teachingapproach. To this end, the author thinks that among the many methods ofteaching, autonomous-cooperative learning is the best to arouse the students ’learning motivation, it is feasible." Autonomous-cooperative learning " is thelearning methods of students ’ autonomous learning and team members towork together to achieve a common goal, it can embody the characteristics ofhuman interaction and cooperation and raise student’s cooperation spiriteffectively in order to achieve "participation, practice and communication" inEnglish learning. Currently, autonomous-cooperative learning as an advancedteaching technique is widely used in teaching practice that students are theteaching main body, and it is important breakthroughs and complement for thetraditional teaching organization. Therefore, the author combinesautonomous-cooperative learning with English reading teaching to haverelated research; this is the innovation of this paper.This study mainly expounded if the autonomous-cooperative learningwas applied in the author’s class, English reading teaching efficiency andstudents’ English reading achievement could be improved, students’ Englishreading interest and motivation could be improved, and students’ abilities of autonomous learning and cooperative learning could be improved.The research subjects of the study were the students of two classes in theeighth grade in Hohhot No.8Middle School, one was the experimental classand the other was the control class. The autonomous-cooperative learningmode was used in English reading teaching of the experimental class, whilethe traditional way was still used in English reading teaching of the controlclass. This study focused on domestic and foreign research about autonomousand cooperative learning theory and related theory basis about Englishreading, and analyzed the advantages and disadvantages ofautonomous-cooperative learning in the teaching practice. In the experimentthe author used test, questionnaire and interview methods to collect data. Withthe help of SPSS19.0, the pre-test and post-test scores of the two classes wereanalyzed. Finally through the experiment the author confirmed thatautonomous-cooperative learning could arouse students ’ interest andmotivation in English learning, it could improve students ’ readingachievements, and it could improve students’ ability of autonomous andcooperative learning.The author suggests that scholars and teachers who have the interest inthe study of autonomous-cooperative learning will actively carry out andjointly explore autonomous and cooperative teaching, in order to greatlyimprove the autonomous and cooperative learning in the reading class.