英语论文How to Improve Senior High School Students最新稿.docx

英语论文How to Improve Senior High School Students最新稿.docx

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英语论文HowtoImproveSeniorHighSchoolStudents最新稿

HowtoImproveSeniorHighSchoolStudents’ReadingAbilitiesby

CooperativeLearning

1.Introduction2

2.Thenewrequirementsonhighschoolstudents’readingabilities3

2.1Theimportanceofreading3

2.2ThecurrentsituationofhighschoolEnglishteaching4

2.2.1TheexistingproblemsinEnglishteaching4

2.2.2Thechangesofteachingapproachesandteachers’roles5

2.2.3Thecharacteristicsofthetextmaterials6

3.Cooperativelearning（CL）7

3.1Thedefinitionofcooperativelearning7

3.2Elementsofcooperativelearning8

3.3Advantagesofcooperativelearning12

3.3.1Developinglearners’autonomy12

3.3.2Increasingself-confidenceandself-esteem13

3.3.3IncreasingMotivation13

3.3.4Developinglearners’interpersonalcompetence14

3.3.5Cultivatingasenseofcooperation15

4.Modernmethodsofcooperativelearning15

4.1Jigsaw16

4.2Learningtogether17

5.Cooperativelearninggroups18

5.1Forminggroups18

5.1.1Thedifferencesbetweencooperativelearninggroupsandtypicalgroups18

5.2Teampolicies19

5.2.1Roleassignments19

5.2.2Encouragements20

5.2.3Dealingwithnon-cooperativeteammembers.20

5.3Howtoimprovereadingabilitybycooperativelearning21

5.3.1Preview21

5.3.2Vocabulary22

5.3.3Pre—reading23

5.3.4While--reading24

5.3.5Extensivereadinggroups24

6.Problemsandsuggestions25

6.1Hitchhikers25

6.2Time—consuming25

6.3Disputesbetweenlow—achieversandhigh--achievers25

7.Conclusion26

References27

1.Introduction

Steppingintoexpandedinformationtimes,Englishasatoolofcommunicationhasbeenplayingamoresignificantroleforcollectingworldwideinformationandcarryingoutinternationalexchangesandcooperation,whichhasbeensethighrequirementsonone’sEnglishabilityinparticularreadingability.ReadingisoneofthefourthbasicskillsofEnglish.However,inseniorhighschools,thesituationofstudents’readingabilityisfarfrombeingsatisfactory.

Formanystudents,theyareafraidofreadingandmostofthemshowlittleinterestsinreadingfortheEnglishreadingistooboringandtedioustoattracttheirattentions.Intraditionalreadingclass,thestudentsarejustpassivetolisten,takenotesandthenrecitewhattheyhavewrittendown.Theylackautonomiclearningfornotimewasleftforthemselvestothinkwhattheyhavelearnedinteacher—dominantclass.Inordertosearchforarightwaytosolvetheproblem,numerousteachershavebeendevotedthemselvestosearchforaneffectiveteachingmethodtoimprovestudents’readingabilities.Oneofthefavorablemethodsiscooperativelearning.

Cooperativelearningisanoldeducationalviewandpractice.InChina,itbeganasearlyas2000yearsagowhenthefamouseducationalmasterpieceXueji（2007:

227）says:

“Studyingaloneleadstoignoranceandbeingill—informed.”ButitwasinitiatedbyAmericanscholarsin1970s,andmadeconcreteprogressandcreatedaseriesofteachingtheoryandstudystrategy,whichwaswidelyusedbyothercountriesincludingChinain1990s.Actually,thenatureofcooperativelearningisgroupworkandmutualhelpamonggroupmates.

Astheincreasingimportantroleofreading,numbersofeducatorsresortedtocooperativelearningtoimprovestudentsreadingabilityandmadegreatachievements.

Incooperativelearning,studentsdonotscareofteacher’sauthority,norfeelanxiousaboutfailure.Theycanlearnthetexteasilyandkeeplongermemoryfromtalkingaboutasubject,explaininganideatootherstudentsingroups,whichmakeEnglishlearningmoreactiveandeffective.Theycangetmutualhelpfromeachother,developgreatcommunicativeskills,produceself—respectandself—worth,whichispositivelyrelatedtoindividuals’gradesandevenpromotethemtostudyharder.

2.Thenewrequirementsonhighschoolstudents’readingabilities

2.1Theimportanceofreading

ReadingisareceptivelanguageprocessandisoftenthechiefgoaloflearnersincountrieswhereEnglishaslearnerasasecondlanguage.InChina,ithasbeenamuch—emphasizedcourseinhighschoollearningforitplaysavitalpartincollegeentranceexamination.AsEnglishisthemostwidelyusedlanguage,throughreadingstudentscanobtainhugeworldwideinformationarrangingfrompolitymilitarytoeconomy.Besides,readingprovidesthemostefficientandthemostimportantchanneloflinguisticinputthroughwhichstudentsimprovetheirlinguisticcompetence.

Inaddition,readingtextsprovidechancestostudyalanguage:

vocabulary,grammarandthewayweconstructsentences,paragraphsandtextsprovidegoodmodelsforEnglishwritingaswell.Lastly,goodreadingtextscanintroduceinterestingtopics,stimulatediscussion,exciteimaginativeresponseandbethespringboardforinterestinglessons.

2.2ThecurrentsituationofhighschoolEnglishteaching

2.2.1TheexistingproblemsinEnglishteaching

Eventhough,newEnglishteachingmethodswasconstantlyadapted,butgotfeweffectonreadingteaching.ThetraditionalEnglishteachingapproachhavebeendominatedfordecades,mostteachersoveremphasizedonlearninggrammars,languagepoints,likeaspoon—feedertoinstillknowledgeintostudents.,whichmadetheteachingmonotonous,lackvividatmosphere.Meanwhile,studentslacklearningautonomy.Besides,moststudentsaretheonlychildoftheirfamilies.Theexcessivecaringandlovefromtheirfamilieshavemadethembeegocentric.Theirawarenessofgivingandcooperationisveryweak,whilethepersonnelwithgivingadcooperativequalityarebadlyneededinmodernsociety.Asteachers,theyshouldcreatemoreopportunitiesofcooperationforstudentstoraisestudents’teamworkspirits.TeachingEnglishneedsanatmosphereofcooperation.Inthisatmosphere,studentslearnedhowtodealwithpeople,howtohelpeachotherandsolveproblemsthroughcooperation.Inthisregard,schooleducationshouldersmostoftheresponsibility.

2.2.2Thechangesofteachingapproachesandteachers’roles

Thereformmovementsofforeignlanguageteachinghavebeenkeepingonsincethe20thcenturyforthegrowingawarenessofhowtolearnisfamiliartoeducators.Beginninginthemid-1960s,therehasbeenagreatnumberoftheoristsseekingforinnovativemethodstoactivatestudents’learningautonomyandbecomeeffectivelearners.Inthissituation,learner—centeredmethodgaveaupperhandasopposedtootherreadingteachingmethods,whichcollectivelycametobeknownascommunicativelanguageteaching.TheseCLTspin—offapproachesincludethenaturalapproach,cooperativelanguagelearning,content—basedteachingandtask—basedteaching.Thereforetheteachersarenotonlythelanguageknowledgeimparterbutaguidertoshowtheirstudentshowtolearnanduselanguage.AsConfucius（2007:

127）said,“Ifyougiveamanafish,youfeedhimaday.Ifyouteachamantofish,youfeedhimforalifetime.”AsPrator（Net.3）pointsout,“onemethodhassucceededanother:

grammar—translationgavewaytothedirectmethod,whichwasinturnfollowedbythereadingapproach.Learningbegantomoveawayfromtheteacher’sdirectcontrolandintohandsoflearnersthroughtheuseofindividualizedlearning,groupworkandprojectwork,whichcanhelpstudentsdevelopasetofworkablelearningtechniques.Thustheteacher’sroles（WangQiang,2005:

39）havechangedasfollows:

Controller:

Theteachercontrolsthepacesothatactivitiesrunsmoothlyandefficiently.Intoday’highschool’sEnglishteaching,communicativeapproachplaystheleaderrole.Itisbelievedthatmorecommunicativeanactivityis,thelessthecontrolthatisneeded.

Organizer:

theteachersarenolongerorganizinghowtoimpartliteratureknowledgebuttoorganizemorelearningactivities.Nowadaysmanyapproachesandmethodsadvocatetask—basedlearningactivities.Sooneoftheteacher’smajorresponsibilitiesistodesignandorganizetasksthatstudentscancarryoutintheclass;asingivinginstructionsforthepairwork,initiatingit,monitoringit,andorganizingfeedback.

Prompter:

Student—centeredteachingmethodsarefavorabletomoreteachers.Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,theteachershouldgiveappropriatepromptstofacilitatethestudentstothinkandspeak,ratherthandisencouragethem.

Participant:

theteachersarenotalwaysbeinganauthorityinaclass.Oncetheteacherhadfinishedgivinginstructionsandtheactivityhadstarted,thereisnopointfortheteacherstandinginfrontoftheclassroomdoingnothing.Besidesmonitoringtheclass,theteachercanjoinoneortwogroupsasanordinaryparticipant.

2.2.3Thecharacteristicsofthetextmaterials

FromNMET2003—2005,higherrequirementshavebeenset.Wecaneasilyfindthattheorientandthedesignstyleoftheseexaminationshavebeenchangedalot,andthesubjectsofarticlesaremoreclosetoactuallife,ofastrongersociality,practicability,culturecharacteristics.Andthemostdistinguishedcharacteristicsarethediversity,ideologicalcontentandthespiritsofthetimes.

Diversity:

thecontentsofthematerialsarerichandvaried,includinglanguagestudy,sports,culturallife,andenvironmentalprotection,theartofliterature,musicandfilm,naturalscienceandsocialscience.

Ideologicalcontents:

thematerialsareaimedatbeingfamiliarwithChinesecultureandforeigncountries’cultureandhelpingstudentsformhealthypsychologyandgoodnatures.Forexample,friendship,ecologicaltravels,culturalheritage,whichfacilitatestudents’developmentsofthebodyandthemental.

ThespiritsofthetimeandInternationalism:

materialsdescripttherealpicturesoflifeonallaspects,forinstance,ref