An Exploration Of “Five-Step Three-Monitoring” Autonomous-Cooperative Learning Model In Junior Middle School English Teaching

English Curriculum Standard sets new rules for the objectives of English curriculum in elementary education. It points out that we should inspire and cultivate students’ learning interest, set up students’ confidence, develop good learning habit and form effective learning strategy, develop the skills of independent learning and cooperative learning in the teaching process, but the traditional teaching emphasizes the instruction of English language knowledge rather than the development of students’ abilities. Teachers are as the center of teaching; they decide the learning content, the method and the pace. Students are passive to accept knowledge; they are lack of learning initiative and enthusiasm.With the implement of New Curriculum Standard and the deepening reform of educational system, more and more scholars are devoted to exploring new teaching approaches and strategies. Based on “three-three-six” autonomous learning model of Du Langkou Middle School, a new learning method “five-step three-monitoring” autonomous cooperative learning gradually comes into being. “Five-step” means self- learning, pair work & group learning, group show, class show and testing, “three-monitoring” means monitoring the students’ behaviors during the period of self-learning, group show and testing.The teaching experiment is carried out in Zhengzhou NO. 77 Middle School, and the research subjects of the study are the students of two classes in Grade 8. Class 6 is chosen as an experimental class, which is taught with “five-step three-monitoring” autonomouscooperative learning model, while Class 5 is considered as a controlled class, which is taught with the traditional way. The study focuses on domestic and foreign research about autonomous cooperative learning, i.e. constructivism, humanism and cone of learning. The whole experiment lasts for a semester. In order to explore the effects of “five-step three-monitoring” autonomous-cooperative learning model, a variety of research methods such as classroom observation, test, questionnaire and interview are involved in the whole process. At the beginning of the first semester of Grade 8, Class 6 is distributed two questionnaires targeted to investigate their attitude towards English and their self-learning ability, and then analyze the differences in the experiment class according to the questionnaire results before and after the experiment. Secondly, at the end of the semester, make a research on the effectiveness of “five-step three-monitoring” autonomous-cooperative learning in the experiment class. Thirdly, the scores of final exam from the experimental class and the controlled class are analyzed scientifically by SPSS 19.0, then the experiment data is gotten. The results indicate that the average achievement of Class 6 is much higher than that of Class 5, which proves that “five-step three-monitoring” autonomous-cooperative learning model is effective in improving students’ academic achievement.According to data analysis, the following conclusions can be drawn. Both teachers and students can benefit from “five-step three-monitoring” autonomous-cooperative method. For teachers, it is helpful to promote teachers to improve themselves, enhance their teaching ability and improve their quality; It also helps to establish good relationship between teachers and students. For students, “five-step three-monitoring” autonomous-cooperative learning contributes to stimulate students’ learning interest, develop their self-learning ability and improve their academic achievements. “Five-step three-monitoring” autonomous-cooperative learning meets the demands of efficient classroom and quality-oriented education, it’s proved to be an efficient classroom model, therefore, it is worth being used and researched.