A Study On The Teaching Effectiveness Of CBI Based On Cooperative Learning Mode Used In Reading For Senior High School

With the continuous reform of college entrance examination in recent years,the proportion of reading comprehension scores in college entrance examination has reached 1/3,which makes us have to pay attention to the cultivation of students' reading ability.Therefore,to strengthen students' reading comprehension ability and cultivate students' language use ability has put forward a higher demand for both teachers and students.However,most of today's reading class is teacher's one-way indoctrination,which ignores the guidance of learning methods and the positive role of cooperation and interaction between students in the process of teaching.Also,it ignores students' personality development,restrains language practice activities,and makes students' performance unable to get improved.In order to find a more effective teaching model of English reading,this study attempts to apply CBI theme-based approach to reading teaching and use Cooperative Learning Group Survey to organize the class activities.This mode runs through senior high school English reading teaching classroom and explores its role in English reading teaching.This paper analyses and summarizes its enlightenment on English reading teaching in order to help senior high school English reading teaching.In this study,the author raises three questions:1.What is the current situation of English Reading Teaching in senior high school?2.If the CBI theme-based approach that using Cooperative Learning to organize class can effectively improve the current situation of English reading teaching and learning in senior high school?3.Can CBI based on Cooperative Learning mode effectively improve students' reading achievement and enhance their interest in learning?In this study,the author takes Class 1,Grade 2 of Senior High School in Bayan,Harbin as an experimental teaching class,and carries out a one-semester teaching experiment.Before the experiment,the author selected 169 people in parallel classes,including 55 people in teaching experimental classes,to conduct a pre-test questionnaire about teaching method,students' learning attitude and expectation of reading teaching.In the teaching experiment,the author uses the CBI theme-based approach based on the Group Survey method as the classroom guidance to implement the teaching.The topic is used as the framework of teaching,and input-output transformation is carried out through group activities in order to achieve learning purposes.After the experiment,the author conducted a post-test questionnaire which is same as the pre-test one on 55 students in the experimental class to compare with the result of the pre-test questionnaire and interviewed the auditing teachers and some of experimental class students.By analyzing the pre-test and post-test of the questionnaire,the pre-test and post-test of the reading test,and the interview after the experiment,the author draws the following conclusions:1.Through the analysis of the results of the pre-test questionnaire,we know that in the current senior high school English reading class,teachers focus on knowledge point explanation and word for word translation;the content of teachers' classroom teaching is mainly textbooks,less expanding reading;students have less opportunities to obtain language output to modify and consolidate their language level.2.According to the comparative analysis of the results of the pre-test and post-test questionnaires and the interviews with teachers and students,we can see that the CBI theme-based approach,which uses the Group Survey method as the classroom organization,can effectively improve the current situation of English Reading Class in senior high school.Teacher can add comprehensible reading materials according to the topic content,organize teaching flexibly and really put the teaching core on "reading".At the same time,students can expand the scope of knowledge,increase the participation of students in class activities,and improve their interest in reading,so that the dual goals of language skills and content learning can be achieved.3.A comparative analysis of the results of reading tests before and after shows that the CBI based on Cooperative Learning mode can effectively improve students' reading performance.After experiment,the number of students with good performance is increased and the number of students with poor performance is reduced year-on-year,the average score of the experimental class has improved.Therefore,the author believes that the CBI based on Cooperative Learning mode can be effectively applied to senior high school English reading teaching.In the future,the author hopes to improve the teaching mode and help the teaching of English reading in the future.However,there are some limitations in this study,such as short experimental period and small sample size.