合作学习对提高英语兴趣的调查分析工商管理专业.docx

Abstract As we all know interest is the key to learning English, and in order to improve students’ interest, schools and teachers have tried many ways, including cooperative learning. With regard to cooperative learning, the author makes a study on whether and how cooperative learning can improve students’ interest in learning English.The author first presents kinds of theories related to cooperative learning, the importance of learning interest and the development of cooperative learning. Then, based on the theories and some academic works, the author does a survey in two classes in Weicheng Middle School. After contrasting, observing the two classes as well as collecting questionnaire data, the author gets the answer that cooperative learning is an effective way to stimulate students’ interest in learning English, and a most widely-used method after New Curriculum Reform. Finally, on the basis of some problems existing in using cooperative learning, the author gives some recommendations to English teachers of middle schools, hoping to help them improve students’ interest effectually. Key Words: cooperative learning; English learning interest; middle school students 摘 要 总所周知，兴趣是学习英语的关键，为了提高学生学习英语的兴趣，学校和老师尝试过许多方式，包括合作学习。但合作能提高学生的英语学习兴趣吗？作者在这做了一项研究。作者首先给出了各种关于合作学习定义，学习兴趣重要性，合作学习发展的理论。然后基于这些理论和学术研究,作者在渭城中的两个班里做了一项调查，通过对比，观察和收集问卷调查的数据，作者得出了结论——合作学习是一种能提高学生英语学习兴趣的有效方式，并且是一种在新课改之后广泛使用的英语学习方法。最后根据在合作学习使用中所出现的问题，作者给中学老师了一些关于如何使用有效地使用合作学习的建议，希望他们能有效的使用这种方式。 关键词：合作学习；英语学习兴趣 ；中学生 Contents TOC \o "1-3" \h \u HYPERLINK \l _Toc17958 1. Introduction 1 2. Literature Review 1 2.1 The Definition of Cooperative Learning 2 2.2 The Importance of Learning Interest 3 2.3 The Development of Cooperative Learning at Home and Abroad 3 3. Process of the Research 4 3.1 Research Questions 4 3.2 Research Subjects 5 3.2.1 The Background of the Sampling Survey 5 3.2.2 Reasons for Taking These Two Classes as Subjects 6 3.3 Research Preparation and Methods 7 3.3.1 Literature Reading and Material Collection 7 3.3.2 Observation and Questionnaire Survey 7 3.3.3 Contrast Between the Two Classes 7 3.4 Research Steps 8 3.4.1 Choosing Two Representative Classes 8 3.4.2 Observing and Recording Relevant Data 8 3.4.3 Questionnaire for Students 9 4. Data Collection and Analysis 9 4.1 Analysis of Students’ English learning Interest 9 4.2 Analysis of Students’ Grades in Different Periods 11 4.3 Results of Observation 13 5. Discussion and Suggestions 13 5.1 Setting a Goal for Cooperative Learning 14 5.2 Giving Discussible topics to Stimulate Students’ Interest 14 6. Conclusion 15 Biography 16 Appendix A Study on the Use of Cooperative Learning to Improve Middle-School Students’ English Learning Interest 1. Introduction As is known to all, interest is the key point in learning English. In order to improve English learning interest, our country has tried many ways, of which, cooperative learning is one of the most widely-used ways. As for students, group cooperation can provide them with platform to communicate and discuss; as for teachers, it can transform passive infusion into active study, which strongly improves the teaching efficiency. But when asked whether cooperative learning can improve students’ English learning interest, many people may feel confused, in order to probe the relationship between cooperative learning and English learning interest, the author does lots of research. The following thesis attempts to give the answer. The author first presents kinds of theories related to cooperative learning, the importance of learning interest and the development of cooperative learning. Then, on the basis of these theories and academic research, the author takes two different classes in Weicheng Middle School as research samples. By comparison, observation and data collection, the author finds cooperative learning can indeed improve the students’ English learning interest. Finally, based on the existing problems that most schools keep the watchful eye on the exam results and many teachers just know its concept to cater the New Curriculum Reform, the author gives many suggestions to teachers and students, hoping to help them use cooperative learning correctly and effectively. 2. Literature Review In this part, the author will introduce the definition of cooperative learning, the importance of learning interest and the development of the cooperative learning at home and abroad. 2.1 The Definition of Cooperative Learning Cooperative learning rudiment emerged thousands of years ago, and the earliest record of it can date back to classical China’s education classics Records of Education, but it is said that cooperative learning formally originated from America in the 1970s, since then it experienced a surge development (Wang 30). And there is some other academic research about it: Slavin, a professor in American Johns Hopkins University, said: “Cooperative learning refers to a small-group activity and a teaching