A Study Of Correcting Homework With Cooperative Groups In Senior High School English Teaching

Homework correction,as a vital component of teaching,has continued the instructional function of classroom teaching,which is beneficial to students' self-monitoring and self-reflecting abilities.Thus,it is of great significance to the development of students.Carrying out the new curriculum reform on a wide scale has propelled vast numbers of educators and educational researchers to the research or the study of students' abilities in autonomous learning,cooperative learning and inquiry learning.Under the impetus of the curriculum reform,the scholars of homework correction no longer restrict their work and study to the symbols or comments used in the process of homework correction.The present situation in senior high school is that teachers commonly correct the homework of all their students.The cooperative group for homework correction,with students as the center,is consistent with the concept of autonomous learning,cooperative learning and inquiry learning advanced in the process of curriculum reform.Thus,it is necessary to further discuss the actual effect of students' cooperative homework correction.In order to find the effect of correcting homework in cooperative groups during the senior middle school English teaching,this research makes a comparison of cooperative student-centered homework correction with teacher-centered homework correction on the aspect of students' English achievement and English learning motivation.In this research,the subjects are the sophomores of class 7 and class 11 from the Qi Di middle school attached to NPU in Xian yang city.Among them,students in class 7 adopt the way of correcting homework in cooperative groups.In the class 11,the teacher is in charge of homework correction for all the students.The experiment takes a semester,and the data collected during the experiment are analyzed by the software SPSS Statistics 22.0.Before the start of the experiment,pretest questionnaires of learning motivation are distributed to students in both classes.Also,students' scores in the final English exam of last semester are collected.After the experiment,the students receive the questionnaire on learning motivation again as a post test.By the end of the semester,all the students take part in the English final test.Based on the research of homework correction in cooperative groups(among senior high school students),one can draw the following conclusions.(1)Comparing with the mode of teacher-centered homework correction,it is more effective to improve students' English learning achievements by the application of correcting homework in cooperative groups.After the experiment,the scores of students in class 7 are improved.In particular,students with medium and high scores benefit more in the practice of cooperative group correction.(2)The mode of cooperative group correction is conductive to improving students' English learning motivation,especially improving their internal motivation,external motivation and learning control.Consequently,the results have proved that applying cooperative groups for homework correction can be effectively implemented in senior high school English teaching,thus it is worth to try in the practice of English Teaching in Senior High School.