Experimental Study On Group Cooperative Learning In English Reading Teaching In Rural Junior High School

As one of the important parts of language skills and one of the main parts of language input,English reading plays an important role in English teaching.At present,there are many problems in the teaching of English reading in rural junior high schools,for example,the teaching mode of English reading is unitary."Cramming" phenomenon is very serious.English reading classroom lacks the interaction between teachers and students.Teachers’ reading teaching focuses on word-for-word translation,ignoring contextual coherence.The enthusiasm of the students isn’t mobilized.Students lack the effective reading method to guide.Reading time can not be guaranteed and these phenomena are common in rural area.Reading teaching materials are too single.In addition to the contents of teaching materials,teachers focus on a wide range of exercises set.On the one hand,students’ thoughts become rigid;On the other hand,it is not conducive to students’ vision.With the implementation of the new curricular standard,the changing of English reading teaching in rural middle schools is urgent.Cooperative learning is a teaching method which is based on teaching objectives,takes heterogeneous groups as the organization form,takes communication,discussion,cooperation and conclusion as a way,achieves teaching goals by organizing the student group cooperative activities and considers group performance as a reward basis.This study focuses on changing the traditional teaching model and chooses Grade Eight students from Shuangxi Mid-school of Huaihua City in Hunan as research object.One of them is practiced the cooperation learning teaching mode,and the other is taught in a traditional way.Before and after the implementation of teaching cases,writer analyses whether cooperative learning can improve the quality of reading teaching,promote non-intellectual factors,designs the specific steps of cooperative learning in English teaching especially reading,and explores the problems and solutions of cooperative learning in English reading teaching of rural junior high schools through literature,questionnaires,interview,and experimental methods.The study shows:1).Cooperative learning has a positive impact on students of all levels.To the high-level students,cooperative learning helps them develop the habit oflistening to others’ opinions,improve their communicative abilities,broaden their minds,change the angle to think about the problem and scan the entire reading articles,understand the author’s central idea and writing intention from different perspectives.As far as the low-level students are concerned,the students who don’t love to express and are eccentric establish bridges to communicate with others,open their closed mind and retrieve the confidence of learning English in the process of cooperative learning.For intermediate level students,group cooperative learning gives them more opportunities to express themselves,enhances their sense of participation and makes them change from passive learning to active learning.When they come across difficulties,they get more help.It reduces their anxiety and is conductive to the formation of their healthy personality.2).Group cooperative learning improves the subjective initiative of students.It not only makes the students be more active in learning,but also arouses their desire of mutual discussion and improving together.What’s more,It also arouses their desire of reading and improves the enthusiasm of English reading.In the process of group cooperation,they gradually master the methods and skills of English reading.Their English reading scores are improved.3).Cooperative learning changes the teachers’ mind of cramming method of teaching.Teachers leave more time and space to the students and enjoy the fun of cooperating and sharing with the students.They return the class to the students and play leading roles in teaching.Along with the new teaching mode of “lead-in,presentation,cooperation and exploration,answering and test”,English teachers improve their teaching level and teaching scores.The study suggests that Group cooperative learning has dual positive effects on current rural English Reading Teaching.It not only changes teacher’s teaching idea and mode,but also greatly improves students’ autonomous learning abilities.Meanwhile,it helps to improve students’ abilities to assist and develop good reading habits.It should be generalized.However,there are some shortcomings in this study,for example,the research time is too short and the sample size is not large,which has some influence on the reliability and validity of the research conclusion.The cooperative teaching mode of English reading that the author recommends is still to be further verified.