Application Of The Autonomous-Cooperative Learning In The Junior English Reading Teaching

Reading is one of the most important ways for people to obtain information and communicate, so cultivating students' reading ability is the most important part of the junior middle school English teaching. In recent years, English syllabus teaching basic requirements of middle school pointed out that students must have strong reading ability in order to use English as a tool to get the useful information, and lay a good foundation for further improvement in their English, so reading is an important part of English teaching in junior high school.Since the new curriculum reform implementation, to foster students' autonomous learning ability has become one of the teaching objectives of teachers, which is not only the needs of comprehensive development, but also life-long learning for talent requirements of the times. So The focus of the new curriculum reform is to change English lessons that focus too much on the explanation and teaching of English vocabulary and grammar, emphasizing the students' learning interest, life experience and cognitive level, advocacy experience, practice, participation, autonomy, cooperation and exchange of learning and task-based teaching approach. However, the traditional grammar-translation method in the teaching of English in our country is still dominant, which is mainly due to the traditional grammar teaching arrangement reflects the order of language learning and stages, in line with the level of cognitive psychology. Most of the English learners are passive, dependent, and lack of communication skills. These factors have seriously affected the reading comprehension. In order to find a more effective method of English reading in junior high school,the author combines autonomous-cooperative learning with English reading teaching to have related research.This study mainly expounded the following questions:(1) If the autonomous-cooperative learning was applied in the author's class, Is it can improve students' English reading interest?(2)Is it can improve students' English reading achievement?(3)Is it can improve students' abilities of autonomous learning and cooperative learning?The research subjects of the study were the students of two classes in the eighth grade in Wuhai No.18 Middle School, one was the experimental class and the other was the control class. The autonomous-cooperative learning mode was used in English reading teaching of the experimental class, while the traditional way was still used in English reading teaching of the control class. To examine the effect of the autonomous-cooperative learning on students reading achievement, before and after the experiment, the author used the pre-test and post-test to test students' reading levels while using questionnaires to survey students' interest of reading and the ability of autonomous-cooperative learning. Then compared and analyzed the pre-test and post-test scores and the questionnaires. Finally, the author draw the following conclusions through the experiment:(1)Autonomous-cooperative learning can improve students' English reading interest.(2)It can improve students' English reading achievement.(3)It can improve students' abilities of autonomous learning and cooperative learning.