探究英语阅读合作学习对高中生英语阅读理解能力提高

论文导读：
摘要：阅读是高中生必须掌握的重要语言技能之一。英语阅读在英语学习中起着举足轻重的作用,掌握英语阅读技能者英语会学得更快更好。然而传统的语法教学统治着课堂,其特点是“教师为中心”,“应试教学”为导向,学生失去对英语学习的兴趣。为激发学生学习英语阅读的主动性,提升学生的英语阅读水平,作者将合作学习运用到阅读教学中。本论文综述了合作学习的定义,因素,方式,国内外关于合作学习的探讨及合作学习和阅读的联系等。以社会建构主义、情感过滤论述为论述基础,新课标为指导,作者在河北省深州中学进行了大约一学期的教学实验。实验以2011年8月持续到2011年12月。高一年级8班为实验班,7班为制约班。作者将8班同学分成十个小组,在日常的学习中,他们运用合作学习对策提升学习水平。实验结束后,作者用SPSS软件浅析结果,此外,论文还运用访谈和问卷检验合作学习的效果。基于对探讨数据的浅析,作者认为达到了预期的目的,证明合作学习是提升学生阅读能力的有效策略。合作学习氛围有利于学生建立和谐的联系,在轻松的氛围内学生提升了阅读水平。在合作学习的历程中,学生的态度发生转变,在轻松和谐的氛围里,学生英语阅读变得更加主动,积极。通过实施合作学习,学习者的阅读速度和能力得到增强,自信心也提升了。学生学会合作,让学习者终身受益,为其终身学习打下了基础。教师的角色也发生转变,教师成为学生学习历程中的参与者,协助者和引导者。教师不再是教室内的权威。一定程度上教师成为一名探讨者和资源提供者。关键词：高中学生论文英语阅读论文提升论文合作学习论文
本论文由www.7ctime.com,需要论文可以联系人员哦。Abstract5-7
摘要7-10
Ⅰ. Introduction10-13

1.1 Research background10-11

1.2 Significance of the research11-12

1.3 overview of the thesis12-13

Ⅱ. Literature Review13-22
2.1 Definition of cooperative learning13-14
2.2 The elements of cooperative learning14-15

2.3 The cooperative learning models15-16

2.4 Previous research abroad on cooperative learning16-18
2.5 Previous research in China on cooperative learning18-19

2.6 Cooperative learning and reading19-22

Ⅲ. Theoretical framework of the Study22-27

3.1 Social constructivist theory22-23

3.2 Affective filter hypothesis23-24

3.3 The Requirements of New National Engpsh Curriculum24-27
Ⅳ. Research Design27-41

4.1 Research hypotheses27

4.2 Subjects27-28

4.3 Instruments28-29

4.4 Procedure of the present research29-31
4.5 The techniques of cooperative learning31-35

4.6 A sample lesson35-40

4.7 After class reflection40-41

Ⅴ. Data collection and analysis41-53
5.1 Data collection about the first questionnaire41-45
5.2 Data collection about the second questionnaire45-47
5.3 Data collection of pre-test and post-test4论文导读：esecondinterviews50-525.5Students'reflectionaboutcooperativelearning525.6Teacher'sreflection52-53Ⅵ.Findingsanddiscussion53-576.1Theexistingdifficultiesinreadingcomprehensionforseniorhighschoolstudents536.2Theroledifferenceofteacherbetweentraditionalclassandcooperati
7-50
5.4 Data collection of the first and the second interviews50-52
5.5 Students' reflection about cooperative learning52

5.6 Teacher's reflection52-53

Ⅵ. Findings and discussion53-57
6.1 The existing difficulties in reading comprehension for senior high school students53
6.2 The role difference of teacher between traditional class and cooperative learning class53-54
6.3 The benefits from cooperative learning atmosphere54-56

6.4 Change of learners' attitude56-57

Ⅶ. Conclusion57-60

7.1 Pedagogical imppcation57-58

7.2 Limitations and further study58-60

Bibpography60-64
Appendix 164-67
Appendix 267-68
Appendix 368-69
Appendix 469-71
Appendix 571-77
Appendix 677-83
Appendix 783-84
Appendix 884-86
Acknowledgements86