合作学习在农村高中英语阅读教学中的应用研究

合作学习在农村高中英语阅读教学中的应用研究

来源:www.51fabiao.org作者:lgg发布时间:2018-09-27 20:46
本文是一篇英语硕士论文,英语专业学生主要学习英语语言、文学,英美等英语国家历史、政治、经济、外交、社会文化等方面基本理论和基本知识,受到英语听、说、读、写、译等方面的良好
本文是一篇英语硕士论文,英语专业学生主要学习英语语言、文学,英美等英语国家历史、政治、经济、外交、社会文化等方面基本理论和基本知识,受到英语听、说、读、写、译等方面的良好的技巧训练,掌握一定的科研方法,具有从事翻译、研究、教学、管理工作的业务水平及较好的素质与能力。(以上内容来自百度百科)今天为大家推荐一篇英语硕士论文,供大家参考。
 
Chapter 1 Introduction
 
This chapter mainly introduce the whole research, including the followingcontents: research background, along with the significance and purpose of theresearch, and finally layout of the research.
 
1.1 Background of the study
In 2011, the compulsory education English curriculum standard promotedCooperative learning, requiring students to actively cooperate with others in groupactivities, to assist each other and accomplish learning tasks together. As aninnovative and effective teaching theory and strategy system, Cooperative Learning isknown as “the most important and successful teaching reform in the past decade”.Our country’s value orientation has “urban center” tendency, giving priority tourban development and benefits, whether housing, health, social welfare or education.In education, the curriculum and teaching content are based on the development andlife of urban students, and rural education is only a copy of urban education (ZhangXiaofeng, Fan Guorui, 2002). As you know, rural schools and rural students havedifferent social environment, knowledge and experience background from urbanschools and urban students.Gomleksiz (2007) argue that interaction, communication, which could promotestudents’ social language ability and Cooperative Learning has been seen, for a longtime, as a kind of teaching method to encourage students to maximize learning effectand achieve the goal of mutual benefit to each other (Johnson, D. W, Johnson, R.T. &Smith, 1991), however, a number of investigations about cooperative English readingteaching both at home and abroad mainly focus on college students’ cooperativeEnglish reading teaching and high school students’ cooperative English readingteaching in urban schools where the facilities in school would be better and teachers’comprehensive quality are higher than their colleagues in rural high school. 
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1.2 Significance and purpose of the study
Reading has become an important way to acquire knowledge and newinformation. The senior high school students have enough vocabulary and grammarknowledge to meet the requirement of self-reading. However, a long time of passiveguidance in reading leads the students to a lack of initiative in reading, especiallythose in rural senior high schools. An urgent problem for English teachers to solve ishow to improve students’ reading ability. The Cooperative Learning methods couldeffectively help students to improve their English reading ability, and to reducestudents’ learning anxiety through the cooperation among the members of groups aswell; Cooperation could encourage students to learn to work with others, improvetheir confidence in reading, and also create opportunities for students to improve theinterest of study and enjoy the feeling of success in study.Moreover, the new curriculum standard also pays much attention to theimportance of forming the autonomous learning habit and developing students’English application skills. As adoption of Cooperative learning in English readingteaching changes the teacher-centered traditional teaching method, so under theguidance of Cooperative Learning in English reading teaching could both arousestudents’ learning motivation and make every student participate in various ofactivities actively.
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Chapter 2 Literature Review
 
This chapter is the literature review. This study is concerning on theapplication of Cooperative Learning to English reading teaching in rural senior highschool. To begin with, the definition of Cooperative Learning and the previousresearch of Cooperative Learning abroad and at home will be proposed. Then thedefinitions of English reading as well as the previous research of English readingabroad and at home will be introduced. In the end, the application of CooperativeLearning in English reading teaching in rural senior high school will also be proposed.The characteristics of English reading teaching in rural senior high school will bediscussed extensively.
 
2.1 Cooperative Learning
Emerged in the United States in the early 1970s, Cooperative Learning is aneffective teaching theory. Many researchers have been involved in CooperativeLearning research, but so far linguists have not had an accurate definition. A lot ofscholars have proposed different definitions of Cooperative Learning.Johnson, D.W & Johnson, R.T(1975) believes that “Cooperative Learning is theuse of groups in teaching to enable students to work together to maximize the learningof themselves and their team members,”Slavin, R.E.(1995) of Johns Hopkins University in the United States believes that:“Cooperative Learning refers to students who engage in learning activities in groupsand receive awards or recognition based on the results of their entire group.”Wang Tan (1994) believes that so-called Cooperative Learning should based ongroup teaching activities. Cooperative Learning is a collaborative and interactiveactivity among peers. Cooperative Learning is based on the overall scores of eachgroup in achieving the goals. Cooperative Learning is based on the teacher’s task oflearning and controlling of the teaching process. Cooperative Learning is agoal-oriented activity to achieve certain teaching goals. Therefore, he believes thatCooperative Learning is based on the group’s basic organizational form, to promotestudents to learn from each other, to use group performance as the evaluation criteria,and to jointly achieve the teaching objectives.
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2.2 English reading
From the perspective of reading purposes, the reading process can be categorizedinto: receptive reading, read the newspaper, the instructions; Reflective reading suchas reading argumentative paper; To get a general idea or a central meaning byfocusing on the title, first sentence and paragraph of the passage. Scanning readingand reading for detailed information; Intensive reading, in-depth understanding oftexts, including language knowledge and cultural connotations.Many definitions of reading are proposed: Hammill, Donald. D. (1987) definesreading as comprehending words, sentences, paragraphs, and/or entire texts.Sandra, Silberstein (2002) thinks of reading as a process of interaction. Meaningis gained through the interaction of the text and interlocutor. Some definitionsemphasis on that reading is a skill or ability.
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Chapter 3 Research Methodology..........30
3.1 Research issues........30
3.2 Subjects........... 30
3.3 Instruments......31
3.4 Research procedures........33
3.4.1 English reading teaching in the control class........34
3.4.2Application of Cooperative learning in the experimental class.....35
3.5 Data collection and analysis....44
Chapter 4 Results and Discussion..........46
4.1 Results and discussions of reading tests..........46
4.2 Results and discussions of the two questionnaires..........53
4.3 Results and discussion of interview........63
Chapter 5 Conclusion......71
5.1 Major findings of the study.....71
5.2 Implications of the study.........73
5.3 Limitations of the study...........75
5.4 Suggestions for further study.......... 76
 
Chapter 4 Results and Discussion
 
In this chapter, the author will present a detailed analysis of two reading test andtwo questionnaires about the collected data. The research makes use of thequantitative method which designed to explore the effects that the CooperativeLearning teaching method on the teaching of rural senior high school students’English reading, and the qualitative method which intend to get learners’ feedback tothe Cooperative Learning teaching method. A comparative analysis between theexperimental class and the control class has been done and the findings of data wereanalyzed by the software SPSS (19.0), then the statistical results will be discussed.
 
4.1 Results and discussions of reading tests
In this experiment, there are two randomly chosen classes, one is theExperimental class(EC) and the other is Control class(CC). The Experimental classapplies Cooperative Learning English reading teaching, while the Control classapplies the traditional teaching method. The pre-tests were conducted in both ECand CC classes in order to identify the students’ reading level.
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conclusion
 
Through the whole process of applying the Cooperative Learning to Englishreading teaching in rural senior high school, the conclusion confirms that CooperativeLearning method proves to be more effective on reading teaching. There are somesuggestions for further study according to the limitations mentioned above.First of all, there are still the limitations of small sample and badly experimentalconditions in this research. If the condition permitting, the future researcher had betterenlarge the amount of the sample and improve the experimental conditions inresearch.What’s more, in order to make the teaching experiment well serve the teachingreform and curriculum reform, the educational researchers should exploring moreeffective ways enrich the research results to guide teaching practice in the future.Thirdly, some students’ English ability is very weak in the experimental class.They even hardly understand the reading texts. The most important thing is that theauthor helps students to improve their reading level, to change their attitude towardsreading as well as motivate their interest in English reading through adopting Cooperative Learning method in reading teaching.In conclusion, the Cooperative Learning is successful applied to English readingteaching in rural senior high school. It is thought that Cooperative Learning in Englishteaching will make great process and development.
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References (abbreviated)