Six chapters are included in this thesis。 Chapter one is the introduction of the whole research。 It presents the background of the study as well as the structure of this thesis。 Chapter Two reviews relevant literature and provides a theoretical rationale for the present research。 Chapter Three describes the necessities of applying Cooperative Learning in English Reading class。 Chapter Four is the description of the investigation。 Then Chapter Five is the conclusion part and we can draw the conclusion that students can improve their reading ability and gain confidence by using Cooperative Learning method。
2。Literature Review
2。1 Researches of Cooperative Learning at home and abroad
In the 1970s, Cooperative Learning emerged in the United States, in mid-1970s to mid- 1980s, foreign scholars did a lot of researches of Cooperative Learning and has made substantial progress。 Most studies show that Cooperative Learning is more effective than independently study and it can improve learning grades and promote positive relationships and higher self-esteem (Gomleksiz 25 and Johnson& Johnson 409)。 Ching-Ying Pan& Hui-Yi Wu (2005) found that Cooperative Learning has a positive effect on improving students’ reading competence。 Bolukbas, Keskin, Polat (2009) thought that Cooperative Learning can help students participate in reading class and create harmonious learning atmosphere for students。
In China, some researchers began to study Cooperative Learning in 1980s, and they got some progress in the middle of 1990s。 Wang Suiping, Yang Jie (1995) employed Cooperative Learning in teaching skimming, scanning, speaking and listening, and indicated that Cooperative Learning is beneficial to develop students’ susceptibility, curiosity and esthetic judgment of each language。 Zheng Hanwen (2004) thought that Cooperative Learning provides a actual language atmosphere for English learners。 Zhao Junhai (2008) hold the opinion that Cooperative Learning strategies can improve reading competence of some students whose major are not English。 In conclusion, Cooperative Learning has a positive effect on promoting students’ reading competence。
2。2 The different definitions of Cooperative Learning
The term Cooperative Learning was put forward by Robert E。 Slavin in the 1970s which developed quickly and became a key system。
Johnson DW and Johnson RT (1984) hold the opinion that students work together in groups to achieve their learning goals; in this case, inpiduals seek the results which are beneficial to themselves。
Nastasi& Clements (1991) regarded Cooperative Learning as one that involves adapting learning structure so that group members work together to complete a common goal。
Olsen& Kagan (1992) defined Cooperative Learning as: group learning activities organized so that learning is dependent on the socially structured exchange of information between learners in group and in which each learner is held accountable for his or her own learning。
A researcher in our country Wang Tan (1994) hold that "Cooperative Learning is a teaching strategy which is aimed at contributing to enhance cooperation in a heterogeneous group and achieve the common goal。”
Another scholar in our country Guo Bingyan (1997) thought that Cooperative Learning refers to team learning as the main form in classroom teaching, thus promoting students’ cognition and emotion with some certain procedures and methods。
From the above definition, some key features can be summarized about Cooperative Learning as follows: groups are structured, they are closely related with each other, students have a better learning by cooperation。 合作学习在中学英语阅读教学中应用的个案研究(2):http://www.youerw.com/yingyu/lunwen_88463.html