A Case Study On English Reading Teaching In Senior High School Based On The Model Of Co-operative Learning And Flipped Classroom

Reading has been occupying an important position in the curriculum of high school English teaching. With the further deepening of education reform, how to train students to think in English, to train their English reading skills and to improve their practical application of English in the process of English reading teaching has drawn more and more attention. Due to the influence of traditional English teaching model and pressure from examinations, the present reading teaching has placed too much emphasis on grammar, vocabulary and sentence structures, ignoring the development of Ss’ passage comprehensive ability and communication skills. Meanwhile, little attention is paid to Ss’ individual differences. Thus this mode of reading teaching is not efficient enough in arousing Ss’ reading interest and widening Ss’ knowledge scope, let alone training Ss’ English thinking capability, which eventually brings about the following problems:1) Ss are lacking in activity and involvement in English reading classes.2) Part of students may not be willing to take part in reading activities for lack of confidence due to their poor English level.3) During an English class, Ss can’t get adequate language output practice so that students’ communicative ability and thinking skills are not fully trained.4) Some of them only focus on whether their own task is well completed or not, with little regard to whether others need help, leading to a lack of Ss’ cooperative learning spirit.The National English Curriculum Standards for Common Senior High School promotes quality education and overall development of students, which requires that English teaching should not only raise Ss’ ability to apply knowledge, but also stimulate and develop students’ interest and confidence in learning English, making them equipped with proper learning strategies and the spirit of mutual cooperation as well.In this study, we start from flipped classroom teaching model and try innovative model of English reading teaching as well as guide students to expand their knowledge through the full use of a wide range of contemporary extracurricular learning resources, which can not only enhance students willingness and confidence in reading class, but also can improve Ss’performance in the language output activities and their ability to analyze problems. At the same time, with regard of the situation that some of our students are weak in English and that there is a general uneven phenomenon in their English level, this study also has cooperative learning model introduced to form a combination with the flipped classroom model in the reading teaching. This combination is to establish a correlation between Ss’mutual encouragement and mutual supervision, aiming to create a harmonious, active and supportive environment for English learning. The purpose of the combination is to enhance Ss’ interest and confidence in reading, strengthen Ss’ engagement in reading class activities, and ultimately enhance Ss’ thinking ability and reading proficiency.In this study, two classes of senior two (of about 80 students) from Anji Art High School in Huzhou City serve as research subjects for nearly one semester. Through the use of various research tools including questionnaires, interviews with students, teachers, reflection diary, this study attempts to answer the following three research questions: 1. What benefits can be obtained when flipped classroom and group cooperative learning model are used in high school English reading teaching? 2. Whether Ss’ reading habits and reading efficiency will get be improved through the adoption of the flipped classroom and Cooperative Teaching Model high school English reading teaching? 3. Whether teachers will have a new understanding of their role in English reading class with the adoption flipped classroom and group cooperative learning?Based on quantitative and qualitative analysis, the results showed that:through the adoption of flipped classroom and group cooperative learning in English reading teaching for a semester, there appeared an obvious improvement in students’ reading ability, reading interest and performance in the classroom; meanwhile, the teachers’ understanding of their role in an English reading class has seen a big change.This paper consists of six chapters. The first chapter introduces the background, significance and purpose as well as the framework of the thesis; the second chapter clarifies the basic concepts of reading teaching, flipped classroom, cooperative learning, as well as the relationship between domestic and international research about them; the third chapter discussed the current state and shortcomings of English reading teaching by analysis of the survey data; The fourth chapter proposes the method and design of the study, covering research questions, research approaches, research process and research tools; The fifth chapter displays analysis and discussion of the collected data, draws the main conclusions of this study and discovery; The sixth chapter put forward some recommendations for future studies based on the limitations of this study.