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1、 独创性声明 本人声明所呈交的学位论文是本人在导师指导下进行 的研究工作及取得的研究成果，尽我所知，除了文中特别加 以标注和致谢的地方外，论文中不包含其他人已经发表或撰 写过的研究成果，也不包含本人为获得内蒙古师范大学或其 它教育机构的学位或证书而使用过的材料。与我一同工作的 同志对本研究所做的任何贡献均已在论文中作了明确的说 明并表示感谢。 签 名 ： 曰 期 ： 年 了 月户 0 曰 关于论文使用授权的说明 本学位论文作者完全了解内蒙古师范大学有关保留、使 用学位论文的规定：内蒙古师范大学有权保留并向国家有关 部门或机构送交论文的复印件和磁盘，允许论文被查阅和借 阅，可以将学位论文的全部或
2、部分内容编入有关数据库进行 检索，可以釆用影印 、缩印或扫描等复制手段保存、汇编学 位论文，并且本人电子文档的内容和纸质论文的内容相一 致。 保密的学位论文在解密后也遵守此规定。 签名：淑奚灰导师签名 _ 曰期：穴 0 年 内蒙古师范大学硕士学位论文 应用研究为期一学期，学期末进行了后测和问卷调查，笔者对实验班 学生后测成绩进行了整理和分析，发现学生的英语阅读成绩比前测提 高了 36. 3%，而且实验班的英语成绩比对照班高了将近 30%。问卷调 查显示学生的英语阅读兴趣也提高了 16%。 本研究得出以下结论，合作学习阅读模式比传统阅读教学法效果 好，提高了课堂效率，也提升了学生的英语阅读能力和
3、语言综合运用 能力；不仅提高了学生的英语阅读成绩，而且提高了学生的英语阅读 兴趣。此外，通过合作学习，学生们学习英语的主动性有所提高，学 生之间形成了合作的氛围，团队 意识也有所增强。从而得出结论，合 作学习适合包铁五中的高中英语阅读教学，合作学习有进行进一步研 究的价值。 关键词：高中英语，阅读教学，合作学习，应用研究 内蒙古师范大学硕士学位论文 ABSTRACT Reading is a good means of obtaining information and learning foreign languages. According to the New English Curri
4、culum Standard, the purpose of high school English is to develop students, listening, speaking, reading and writing ability and mainly to develop reading ability. Our school is an ordinary high school and students* English level is very low. For a long time， teachers still adopt the old teaching mod
5、el in English reading class, in which students just act as listeners. As a result, the overall teaching efficiency of reading is low and many students lose interest in reading, some of whom even give up English learning. Therefore, it is necessary to try new teaching mode in English reading. The aut
6、hor attempts the implementation of cooperative learning in English reading class in Senior 2 of our school. Cooperative learning is a kind of teaching process in which students work together to finish the common goals within the group to acquire knowledge. This is complied with the New Curriculum St
7、andard, which advocates students5 experience, practice, participation and cooperation in teaching activities. The whole thesis consists of five chapters. The first chapter gives a brief introduction of the purpose and the significance of the research and the structure of this thesis. The second chap
8、ter reviews the literature related to cooperative learning for the present research, which includes the research at home and abroad. Then it lists the theoretical basis, the 7 内蒙古师范大学硕士学位论文 concept and five key elements of cooperative learning. Chapter 3 presents the research design including the ob
9、jectives, hypothesis, subjects, the instruments and the process of the experiment. Chapter 4 collects and analyzes the data from the tests and questionnaire. Chapter 5 reports findings, the conclusion and gives some implications. This article is about the application of cooperative learning in Engli
10、sh reading class in high school. The subjects are 94 students from two classes in Senior 2 in Baotou Railway No.5 High School. One is chosen as the experiment class in which cooperative learning model is used, while the other is chosen as the controlled class in which traditional teaching method is
11、used. They are at similar level. Before cooperative learning, students were not interested in English reading. In the pre-test, students1 total scores and reading scores were quite low. The experiment lasted one school semester. At the end of the term, the students were given a post-test and a quest
12、ionnaire. And the author collected and analyzed the results of the experiment class in the post-test, finding that students heading scores have been improved by 36.3 % .Students5 average total score in the experiment class is 30 % ,much higher than that in the controlled class. The questionnaire sho
13、ws that the number of the students who are interested in reading has increased by 16 %. The conclusion of the experiment is that cooperative learning is more effective than traditional method. Cooperative learning makes reading class more effective and improves students， reading ability and integrat
14、ed ability of language using. Not only have students5 reading achievements been improved but also their interest in English reading class has increased. Moreover, students become more active in English learning and their cooperation consciousness and team spirit have been enhanced. To conclude, coop
15、erative learning is suitable and helpfiil for English reading class in Baotou Railway No.5 High School. Therefore， it is worthwhile to do further study on cooperative learning. 内蒙古师范大学硕士学位论文 KEYWORDS: senior English, reading class, cooperative learning, applied study 内蒙古师范大学硕士学位论文 Table of contents
16、Chapter I Introduction . 1 1. IThe Purpose of the Study . 1 1.2 The Significance of the Study . 2 1.3 The Structure of the Thesis . 3 Chapter II Literature Review . 4 2.IThe Relevant Research on Cooperative Learning. 4 2.1.1 The Definition of Cooperative Learning . 4 2.1.2 Some Major Theoretical Bas
17、is of Cooperative Learning . 5 2.1.3The Basic Factors in Cooperative Learning . 6 2.1.4 The Content of Cooperative Learning . 6 2.1.5 The Model of Cooperative Learning . 9 2.1.6 Recent Research into Cooperative Learning Abroad and at Home . 9 2.2The Major Reading Theories . 12 2.2.1 The Bottom-Up Mo
18、del. 12 2.2.2 The Top-Down Model . 12 2.2.3 The Interactive Model . 13 Chapter III Methodology . 14 3.1 The Objective of the Study . 14 3.2 Hypothesis . 14 3.3 Subjects and Time of the Study . 15 3.4 Instruments . 15 3.4.1 Pre-test and Post-test . 15 3.4.2 Questionnaire Investigation . 15 3.4.3 Inte
19、rviews . 16 3.5 The Procedure of the Experiment . 16 3.5.1 Choosing Teaching Materials . 16 3.5.2 Group Division . 17 3.5.3 Methods Used in the Experiment Class . 17 3.5.4 Methods Used in the Controlled Class . 17 _ 内蒙古师范大学硕士学位论文 _ 3.5.5 The model of Cooperation Learning . 18 3.5.6 Cooperative Learn
20、ing Model in English Reading . 19 3.6 Samples of the Application of Cooperative Learning in English Reading . 22 3.6.1 Sample 1: Intensive reading . 22 3.6.2 Sample 2: Extensive reading . 26 Chapter IV Results and Discussion . 30 4.1 Analysis of the Data from Tests . . 30 4.1.1 Analysis of the Pre-t
21、est . 30 4.1.2 Analysis of the Post-test . 31 4.2 Analysis of Questionnaires . . 32 4.3 Analysis of Interview . 35 Chapter V Conclusion . 37 5.1 Major Findings . 37 5.2 Problems Existing in Cooperative Learning . 39 5.3 Implications . 39 Bibliography . 41 Appendixes: . 43 Pre-test results of the exp
22、eriment class . 49 Pre-test results of the controlled class . 51 Appendix 2： Post-test paper . 53 Post-test results of the experiment class . 59 Post-test results of the controlled class . 61 Appendix 3 ： Questionnaire before the experiment . 63 Appendix 4: Questionnaire after the experiment . 64 Ap
23、pendix 5: A sample of reading . 65 ACKNOWLEDGEMENTS . 68 Chapter I Introduction Chapter I Introduction 1.1 The Purpose of the Study Reading plays a very important part in learning English, which is not only a means of obtaining informatiorij but also a media to develop students， comprehensive abilit
24、y of receptive skill. According to the New Curriculum Standard, the main purpose of English teaching in high school is to develop students reading ability. Our school is an ordinary high school, because the students5 English levels are quite low, it is very hard for teachers to make students active
25、in class. Most teachers still apply old teaching model in English reading class, in which teachers are the center of the class while students just act as “listeners”. That is， teachers speak most of time in class, explaining the text word by word and asking individual student to answer several quest
26、ions, in the meantime, students are busy taking notes with little time to interact with others. As a result, students become passive learners, many of whom lose interest in English reading class, and some even give up English learning. It is not surprising that their reading ability and reading scor
27、es are very low. Therefore, the author feels it necessary to adopt a new model, which can involve every students participation in class, and enable to help students reading interest and reading scores be improved. The New Curriculum Standard emphasizes the communication between students and points o
28、ut that students should be given much time to participate, experience, cooperate and explore in class. Cooperative learning can create such an opportunity. After reading a lot of literature and materials related to cooperative learning, the author finds that cooperative learning can have a good effe
29、ct on English reading if applied properly. Though much research has been done on the application of cooperative learning in different middle schools, actually, few high schools put it into teaching practice in my region. The main reasons are that student number of a class is large and the pressure o
30、f the examination is heavy. So the author wants to apply cooperative learning in English reading in our school to find out whether it is an effective way to improve students， reading achievements, change their attitude and interest in English 内蒙古师范大学硕士学位论文 reading. The author expects the results of
31、the research will be a supplement and breakthrough to traditional reading learning model and may provide teachers with a systematic cooperative learning to guide the teaching of reading in our school. 1.2 The Significance of the Study This thesis tends as an empirical study of cooperative learning i
32、n high school in order to prove the effectiveness of cooperative learning. Cooperative learning has been adopted widely and has been regarded as one of the most effective teaching model, which has its origins in many theories. Furthermore, cooperative learning meets the requirements of the New Curri
33、culum Standard， thus, the author does this study, expecting cooperative learning model will have a positive effect in English reading class. 1. Adopting cooperative learning means a lot of interactions will be involved in reading class. It can create a relaxing atmosphere in which students are encou
34、raged to learn. Not only can they take an active part in the activities in class but also they can find a great pleasure in the process. By cooperating, students may leam from each other and help each other instead of relying on the teacher alone. Hence, there is no need for them to be nervous when
35、facing difficult questions, or to be afraid of being laughed at before the whole class if making mistakes. As a result, students will become confident and active in learning. 2. Cooperative learning can stimulate students interest in learning because of flexible forms, they can experience various ac
36、tivities. Instead of just sitting straight listening to the teacher or taking notes, students have their own tasks to finish, so they are curious and excited to do it well. Interest is the best teacher. Naturally， students will concentrate more on learning, which can lead to a good sense of success.
37、 In turn, students become more interested. Thus, they have more motivation and autonomy in learning. 3. It can improve students comprehensive ability of language using. What they need to do is listening to the teacher requirement, reading the passage carefully, discussing the questions with the part
38、ners, taking down key points and reporting to the class. In this way, their integrated skills of listening， speaking, reading and writing 2 Chapter I Introduction can be practised and improved. 4. It can promote students strong sense of team work. In cooperative learning, in order to finish the common task, the group members in each team tend to work hard together. Everyone has his or her duty, they have no choice to hold back or give up, because the success of the team depends on everyone