An Empirical Research Of Cooperative Learning In English Reading Teaching In High School

Reading is one of the four important skills of language and plays an important role for high school students.In recent years,reading comprehension accounts for the largest share of all parts of the college entrance examination,with a total of 40 points.Therefore,it is very important and urgent to improve the reading ability of high school students.However,some senior high school students have difficulties in reading because there may be some problems in the traditional English reading teaching.Therefore,it is necessary to seek a better teaching method of English reading in middle school and change the teaching method.In order to improve students' reading level,many scholars and teachers have carried out a lot of practice and research.Cooperative learning,originated in the United States in the 1970 s,is a group learning activity with students as the center and group members cooperating with each other.Teachers are no longer the center of the classroom,but serve as mentors and partners.From the perspective of empirical analysis,this thesis verifies the following two points of view:1.Cooperative learning can improve students' English reading results.2.Cooperative learning can improve the reading interest of middle school students.The study was conducted over a period of one academic year.The subjects of the experiment are the students of grade two of the author,who are studying in Jiuxiang Senior High School.Among them,Class 11 is the control class,with 60 students.The author adopts the traditional teacher centered teaching method;Class 2 is the experimental class,with 60 students,using cooperative learning.In the experimental class,students are divided into 10 study groups.Under the guidance of teachers,team members cooperate with each other,share knowledge and experience,and make progress together.The author tested before,during and after the experiment,and analyzed the three experimental results.At the same time,through interviews,questionnaires and classroom observation to find out whether students' ability and interest in English reading have changed.Through the analysis and comparison,the author draws the following conclusions:1.Compared with the control class,the reading performance of the experimental class is improved.2.Cooperative learning is very effective in English reading teaching.It can not only cultivate students' sense of cooperation,improve classroom efficiency,but also help students improve their interest in reading.Finally,after a large number of literature review and practical research,the author believes that cooperative learning is feasible in English reading class,and can effectively improve students' English reading ability.It is suggested that the majority of senior high school English teachers can apply cooperative learning to reading teaching,and the author will conduct more in-depth research and practice in the future.At the same time,the author analyzes its advantages and disadvantages in order to improve the teaching efficiency,and provides some enlightenment for future researchers of cooperative learning.