本探讨的目的是澄清合作性学习在英语课堂上运用情况，英语论文，通过合作学习在高中英语阅读课存在的问题和这些问题的原因，并做出合理的教学建议，英语毕业论文，以帮助教师和学生更好地利用英语阅读教学和合作性学习。
Chapter One Introduction引言
1.1 Research Background探讨背景
The English Curriculum Standard for Senior High Schools (experimental) (2017) (NewCurriculum Standard) laid down by Ministry of Education points out: senior high school Englishcurriculum should emphasize students’ capabilities of obtaining information in English, dealing withinformation, and solving problems should be improved; the capability of the application of thecomprehensive language of students should be developed as well. In general, the above capabilities arerelated to students’ English reading capabilities closely. Therefore, it is obvious that New CurriculumStandard puts emphasis on cultivating students’ English reading capabilities.In order to foster students’ English reading capabilities, many researchers and teachers chooseand explore some kinds of teaching methods that can help students improve the English reading capabilitypositively. According to Essentials of Basic Education Curriculum Reform (New Curriculum Reform) laiddown by Ministry of Education in 2017, the concrete aim of New Curriculum Reform is: to change thepresent curriculum situation of emphasizing passive learning, learning without comprehension and trainingmechanically; to propose active participation in the study; to cultivate students’ capabilities of collectingand dealing with information, obtaining new knowledge, solving problems, communicating andcooperating. New Curriculum Standard demands that teachers should offer various activities about CL, andshould encourage their students to learn from each other and help each other; as a result, the students caninvolve themselves in the group activities, communicate actively with other members of the group and thenenjoy their participation in the group learning. So it is obvious that Cooperative Learning (CL) isemphasized by the educational researchers. In addition, the teaching model of applying CL into Englishreading teaching has been proved to be effective in some ones’ papers by ways of experiment these years.Therefore, many teachers have applied CL into English reading teaching for the purpose that CL can helpstudents improve their English reading capabilities, and some of the teachers have achieved some positiveeffects. However, according to the preliminary observation, there are still some problems in the applicationof CL in English reading classes in senior high schools. For instance, most teachers and students areunfamiliar with CL, and they know little about the models and elements of CL. They apply CL into theEnglish reading classes on the basis of their own feeling. Therefore, most cooperative English readingclasses use the form of CL, but fail to achieve the good effects of CL. In addition, some teachers seldomapply CL in daily English reading classes, but they always use CL in the open English reading classes, soCL becomes the tool for the open English reading classes. Moreover, there are many factors that cause theproblems, such as the big class scale, the low professional qualifications of the teachers and so on.
1.2 Research Motivation and Objectives探讨目标和动机
The present research is out of the following considerations:Firstly, New Curriculum Standard puts emphasis on fostering students’ English readingcapabilities, and
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