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1、1 1渤海大学外语学院2011届硕士学位论文答辩会中国 锦州 2014-10-152 2ByZhaoYuanyuanSupervisedbyA.Prof.LuliSchoolofForeignStudies,BoHaiUniversity2014-10-15 A Study on the Application in Cooperative Learning to English Reading Teaching in Senior High School3 3The Outline of presentationWhy? How? What? Research4 4Outline of my
2、 thesis1.Introduction 2.Literature Review3.Experiment design and procedures4.The Analysis of result 5.Conclusion5 5Why did I choose the theme for my study? Some problems of reading teaching method in High School.Cooperative learning method will be useful for high school English teachers according to
3、 the conclusion of the experiment. Research Orientation:6 6Q1: Can Cooperative Learning improve students reading achievement? Research Questions Q2: Can students motivation of reading be enhanced by conducting the Cooperative learning strategy?7 7The theory of Cooperative Learning Hierarchy of Needs
4、 TheoryConstructionist theory Theories of motivation Theories relating to the English reading teaching.8 8How?ParticipantsParticipantsInstrumentsInstrumentsTeaching modeTeaching modeResearchDesign9 9 Research DesignClassGradenumberExperimental Class Three 48 Control Class Three 48 the Participants10
5、102. Questionnaires 1.Pre-test and Post-testInstruments Pre-test and Post-rest are reading comprehension from 2012 and 2013 Liaoning College Entrance Examination papers. The two test papers are almost of the same difficult.1111TimeTestSubject Purpose2013.9Pre-test 48Prove both classes are at the sam
6、e reading level2014.1Post-test 48Get and analyze the data Questionnaire I including the learning interests, motivations and personal feelings was conducted for both class twice before and after the experiment in order to compare the experimental results. Questionnaire II was designed only for experi
7、mental class to find out the changes of students after cooperative experiment.1313 Data collectionTeaching Mode in Control ClassTeacherStudentsReading materials out of text booksDirect communication1414 Teaching Mode in experimental class Step 1：group division(choose one reporter in each group and c
8、hange them by turns)Step 2： pre-reading, while reading and post-reading, tasks are finished by Ss in groups and showed by reporters.Step 3: Monitor and evaluate the group work.1515What?TestTestQuestionnaireQuestionnaire Data analysisData analysisResearchQuestions1616Table 4.4: Analysis of academic a
9、chievements in CC and EC in pre-test and post-testGroup N Mean Std. DeviationSE. MeanCC Pre-test Post-test 48 69.70838.292421.19691 4870.87508.062591.16373EC Pre-test Post-test48 69.41678.624151.244794874.95838.302671.19839Test1717Table 4.5: Analysis of the reading achievements of different levels s
10、tudents in EC & CCStudents of different level(scores in pre-test) Mean Score in Control class Mean Score in Experimental classPre-testPost-testPre-testPost-testExcellent students84.284.684.488.2Average students72.4374.572.578.64Slow students62.762.7863.468.21818 Questionnaire IComparison between Cc
11、and Ec in reading interestsEcCcA:enjoy reading B:like reading C:sometimes like reading D:do not like1919Questionnaire IComparison between Cc and Ec in reading motivationCcEcA:enjoy reading B:like reading C:sometimes like reading D:do not like2020Questionnaire IComparison between Cc and Ec in social
12、skillCcEcA:speak actively B:like speaking C:sometimes like speaking D:do not like2121Questionnaire IITable 4.9: Analysis of students interest in reading in experimental class The number of students and percentageQuestionsAlwaysOftenSometimesSeldomNA %NB %NC %ND %Question11837.452450.00612.50Question
13、22858.321633.3348.33Question32041.662450.0048.33Question42143.752041.66612.5012.08Question52245.832143.75510.41Questionnaire II2222 Table 4.10: Analysis of students motivation in experimental classThe number of students and percentage QuestionsAlwaysOftenSometimesSeldomNA %NB %NC %ND %Question62245.
14、832143.75510.41Question72143.752041.66612.50Question81837.452450.00612.50Question92858.321633.3336.2512.08Question102041.662450.0048.332323Questionnaire II Table 4.10: Analysis of students social skill in experimental class The number of students and percentageQuestionsAlwaysOftenSometimesSeldomNA %
15、NB %NC %ND %Question111020.881531.252143.7524.16Question121633.332347.91714.5824.16Question131531.232960.4148.33Question142143.752041.66612.5012.08Question152545.831633.33510.412424Conclusion: Cooperative Learning strategy is useful in improving Sss reading achievement as well as in enhancing Sss re
16、ading motivationConclusion2525LimitationsThe number of the chosen students is not big enough .The time for this complex experiment is short.The quality of questionnaires need to be refined and improved.26261 Firstly, this thesis is not only a guidance to students but also the instruction to English
17、teachers. It is very necessary for teachers to learn cooperative learning skill, which is the foundation for teachers teaching.2 Students are not very familiar with cooperative learning method so they can not always make full use of Cooperative Learning, even the skilled students. So it is one of th
18、e biggest problems for researchers to solve how teachers maximize the effect of Cooperative Learning. In fact, no matter what method we use, we should take the students as the core, and focus more on students needs . We can not have blind faith in Cooperative Learning, for no teaching approach is perfect.Suggestions2727Thank you for your attention!
