本文是一篇英语毕业论文，笔者通过实验和科学的数据分析表明，教师在合作学习英语阅读教学中担任引导者，通过密切观察与互动指导小组动态，合理有效地实施新模式。
Chapter 1 Introduction
1.1 Background of the research
With the rapid development of economic globalization and informationaldiversification,the role of English as an international lingua franca has becomemore and more obvious.In the international school curriculum,English is thefoundation of all subjects,and English reading is an important part of Englishsubjects.As one of the important skills of English subject,English reading candirectly reflect students’English learning ability.At present,there are stilldeficiencies in English reading teaching:the teaching method of English reading isrelatively single,and teachers only pay attention to the explanation of vocabularyand grammar in the teaching process,and ignore the overall development of readingteaching.In the“teacher-centered”English reading teaching,some studentspassively accept knowledge,so their interest in reading is not high,which not onlyaffects the quality of students’reading,but also affects the ability to use languagecomprehensively.Liu Hong pointed out that students have poor ability to performsemantic analysis while reading(Liu Hong,2016).Through classroom observations,some international students whose first language is not English,they havedifficulties in reading and understanding texts,and students’reading performancewas seriously polarized.Due to the uneven reading level of students,some studentsare unable to solve reading problems according to the normal teaching pace,but inthe limited time class,the teacher alone cannot take into account the status of eachstudent.
1.2 Significance of the research
This study mainly aims to explore how to put the Cooperative Learning theoryinto the practice of promoting the reading ability of International junior high schoolstudents in English reading teaching and whether the Cooperative Learningtreatment is effective in increasing their English proficiency and increase theirinterest of learning English.In international school,English is the basic foundationof all the other subjects.Eighty percentage of knowledge which students haveobtained comes from reading,reading furnishes learners with a broad linguisticcontext and serves as a bridge to surmount the challenges posed by differences inbackground and culture.Thus,throughout all stages of education,reading plays acrucial role in cultivating both comprehension and expression skills.Efficientreading is particularly beneficial for English language learners,as it not onlyenhances their understanding of the language but also lays a solid foundation fortheir further studies and advancement in English proficiency.To further improve theteaching model and teaching quality,so that it can be better integrated with the classroom teaching process,build a more scientific reading teaching model,effectively improve students’interest in reading and enhance their reading ability.Reading,as a basic language skill,has become an indispensible and significant wayto acquire knowledge.In traditional teaching classes,the transmission ofinformation between teachers and students is mainly a teacher-driven input model.
Chapter 2 Literature Review
2.1 Core concepts
This chapter mainly introduced two concepts:the concept of CooperativeLearning,the concepts related to reading.
2.1.1 Cooperative Learning
Influenced by traditional education,the concept of education is still“presentation-acceptance”model of teaching,there is an antagonistic relationshipbetween teachers and students,and in recent years,the emergence of the mostimportant teaching reform in the past ten years,known as the most successful andimportant teaching reform of the“cooperative group”teaching style not onlychange the original“presentation-acceptance”model of teaching,but also makethe status of students are respected.The“group cooperation”teaching method,alsoknown as collaborative learning or cooperative learning,is a pedagogical approachthat emphasizes the importance of students working together in small groups toachieve shared learning objectives.This method challenged the traditionalteacher-centered model where information was primarily transmitted from theteacher to passive students.In recent years,the“group cooperation”teachingmethod,which was regarded as the most successful and important teaching reformin the past ten years,has not only changed the original“presenting-accepting”teaching method,but also made the status of students respected,and the studentshelped each other in the process of learning and eventually achieved commonprogress,each student takes on an active role and contributes their unique strengths Influenced by traditional education,the concept of education is still“presentation-acceptance”model of teaching,there is an antagonistic relationshipbetween teachers and students,and in recent years,the emergence of the mostimportant teaching reform in the past ten years,known as the most successful andimportant teaching reform of the“cooperative group”teaching style not onlychange the original“presentation-acceptance”model of teaching,but also makethe status of students are respected.The“group cooperation”teaching method,alsoknown as collaborative learning or cooperative learning,is a pedagogical approachthat emphasizes the importance of students working together in small groups toachieve shared learning objectives.This method challenged the traditionalteacher-centered model where information was primarily transmitted from theteacher to passive students.In recent years,the“group cooperation”teachingmethod,which was regarded as the most successful and important teaching reformin the past ten years,has not only changed the original“presenting-accepting”teaching method,but also made the status of students respected,and the studentshelped each other in the process of learning and eventually achieved commonprogress,each student takes on an active role and contributes their unique strengths
2.2 Relevant theoretical foundations
The study was mainly based on the following three theoretical foundations:Cooperative Learning theory,Constructivism Learning theory,and SocialInterdependence theory.
2.2.1 Cooperative Learning theory
Cooperative learning was a team-oriented,goal-driven activity.In the 18thcentury,Joseph Kester and Andrew Bell of England pioneered the concept ofcooperative learning.With a solid foundation of scientific theory,this pedagogicaltheory and strategy was introduced to the United States in the 70s of the 20thcentury,and between the mid-1970s and mid-1980s,substantial progress was madein the field of pedagogical theory and strategy.American scholars John Dewey andSlavin,R.E.and Johnson&Johnson,who conducted a series of groundbreakingstudies on cooperative learning,with extremely remarkable results.
During the 1990s,famous Chinese scholars such as Wang Tan,Huang Huairongand Zhao Jianhua played a key role in introducing cooperative learning theory to Chinese academia.They had invested a lot of energy in in-depth theoretical andempirical research,and finally developed unique cooperative learning teachingtheories and strategies based on the characteristics of Chinese education.As detailedby Dong Hongliang(2004),it emphasized students’subjective participation andmutual cooperation among classmates;takes“everyone is required to make progress”as the purpose of teaching;advocated the learning concept of all for one and one forall;cultivates students’awareness of cooperation and mutual help,and forms thelearning concept of“all for one and one for all”;and develops students’awarenessof cooperation and mutual help.Students’sense of cooperation and mutualassistance,and the formation of cooperative skills in learning and interaction.
Chapter 3 Research Methodology.............................35
3.1 Research questions.............................35
3.2 Research design...................................36
Chapter 4 Result and Discussion..............................................46
4.1 Results and discussions of questionnaires.................................46
4.1.1 Reliability and validity analysis.......................................46
4.1.2 Analysis of pre and post-questionnaire results..............................47
Chapter 5 Conclusion..........................................56
5.1 Major Findings of the research.............................56
5.1.1 Cooperative Learning model helps teacher to improve teachingabilities and professional development...................56
5.1.2 Cooperative Learning model helps to increase students’interest inreading................................58
Chapter 4 Result and Discussion
4.1 Results and discussions of questionnaires
The questionnaire was used to improve the accuracy of this study.At the sametime,SPSS 16.0 software was used to conduct a scientific and detailed analysis ofthe experimental questionnaire,aiming to verify the reliability and validity of thequestionnaire,and to conduct an in-depth analysis of the questionnaire data.
4.1.1 Reliability and validity analysis
In this study,the same questionnaire(Appendix 3)was sent out twice,whichincluded four dimensions:English reading interest(1-3 items),English readingstrategies(4-6 items),English reading level(7-9 items)and teaching effectiveness(10-12 items).A total of 40 pre-questionnaires were distributed,40 of them wererecovered effectively,with the recovery rate of 100%.A total of 40 post-questionnaires were distributed,and the recovery rate was 100%.In order to ensure the reliability and validity of this questionnaire,the authorused SPSS16.0 to analyze the questionnaires.The reliability and validity weretested,and the results were as follows.
Chapter 5 Conclusion
5.1 Major Findings of the research
This study is mainly conducted to improve students’reading interest andachievement through cooperative learning,and conducts experimental researchusing experiment,questionnaire survey and interview during teaching practice.Thefollowing conclusions can be obtained by the collation and analysis of all the datacollected.
5.1.1 Cooperative Learning model helps teacher to improve teaching abilitiesand professional development
Cooperative Learning differs significantly from traditional teaching methods,and it imposes high demands on the teacher’s capabilities.In the process ofdesigning and implementing Cooperative Learning in junior high school Englishreading instruction at an international school,teachers need to clearly define thelearning objectives for each lesson and familiarize themselves with the curriculumframework.At SY International School,the Common Core State Standards(Hereafter CCSS)were used.Through a profound understanding of CCSS,teachers canappropriately design reading materials to enhance students’reading skills,includingvocabulary comprehension,text structure analysis,theme summarization,andcritical thinking.
In Cooperative Learning teaching mode,teachers must deeply understand theirstudents’situations to group them effectively,setting up homogeneous orheterogeneous groups based on the content being learned,with each member assuming different roles such as team leader,recorder,presenter,etc.,clarifyingindividual responsibilities to facilitate collaboration.Cooperative Learning model ishighly engaging for students but also require teachers to design lessons with tieredand interactive reading tasks,such as role-playing,text discussions,informationretrieval,problem-solving,etc.During the process,teachers act as facilitators andobservers,intervening timely to answer questions,assist in conflict resolution,andmonitor team progress to ensure activities proceed according to plan.Teachers canprovide immediate feedback and support by circulating among different groups.
reference(omitted)