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摘要：本文是一篇英语教学论文，本研究试图在初中英语课堂上建立一种合作学习模式，并通过这种教学方法提高英语课堂的参与度。经过一个学期的教学实验，作者发现在初中英语课堂上使用合作学习策略来提高学生的参与度是可行的。这种教学方法不仅有助于活跃课堂气氛，激发学生学习英语的兴趣，而且有助于改变学生对英语学习的态度，增加学生参与课堂的机会。

y to speak the target language in class. Bialystok's relevant studies have proved the important role of practice in second language acquisition. A study of Canadian high school students who are learning French finds that language learning strategies, especially the attitude and use of 'functional practice', are related to the level of second language. The so-called 'functional drill' means that learners try to use and contact the target language as much as possible in order to improve their communicative ability to use language. Bannai(1981) also pointed out that teachers should not keep their Asian students silent in class, as this would only de-prive students of opportunities to develop oral skills.

Chapter Three Research Design ...................................... 25

3.1 Research Questions ................................. 25

3.2 Research Subjects ................................... 27

3.3 Research Methods ....................................... 27

Chapter Four Results and Discussion ......................... 39

4.1 Results and Discussion of Questionnaires .......................... 39

4.2 Results and Discussion of Interview ............................... 45

4.3 Results and Discussion of Classroom Observation ........................ 48

Chapter Five Conclusion......................... 56

5.1 Major Research Findings .............................. 56

5.2 Research Implications ....................................... 60

5.3 Research Limitations .................................... 61

Chapter Four Results and Discussion

4.1 Results and Discussion of Questionnaires

In order to compare the questionnaire data before and after the experiment more intuitively, the author put the data before and after the test in the same table for com-parison (In table 4.3).

英语教学法论文参考

By comparing the data before and after the experiment, we found that the data of behavior participation increased greatly after the experiment, which indicated that the students' classroom participation behavior had obviously improved. The other data changes are very obvious, indicating that the use of cooperative learning strategy on the three levels of student participation in the classroom are very significant. But the impact on the three levels of students' classroom participation is not the same. First, the average increase in behavioral participation was the largest, especially in atten-tiveness to lectures and after-school hours. Among them, 83 percent of the students 'often' or 'always' 'in the English class, listening attentively to the teacher's explana-tion' , many learning tasks require each member to prepare for them after class, so the amount of time students spend studying English after class has increased significantly. It is worth mentioning that only few of the students do not spend time on after-school English learning, which shows that cooperative learning has a significant effect on enhancing the breadth of students' participation.

Chapter Five Conclusion

5.1 Major Research Findings

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