英语论文网

本文是一篇英语教学法论文，本文通过教学实验，作者发现合作学习策略在行为参与、情感参与和认知参与三个方面对促进学生课堂参与具有积极作用。合作学习对学生英语课堂行为参与的改善影响最大，其次是情感参与。然而，认知参与的改善相对较少。

Chapter One Introduction

1.1 Research Background The 21st century is an era of global economic integration, inclusiveness and win-win cooperation. The development of a country cannot be separated from the ex-change of economy, culture, science and technology. The development of individuals also needs mutual help and win-win cooperation. It can be said that cooperation is not only necessary for study, but also for work and life.

There is a general phenomenon of low participation in junior high school class-room, but it is very important for English learning, so students' participation in the classroom has become the focus of English researchers. Since the 1950s, there have been a lot of studies on classroom participation at home and abroad, most studies have only explained why students are less active in the classroom, or offered suggestions for improving student participation in the classroom. There is still room for further discussion and research.

With the deepening of the new curriculum reform, the focus of teachers has shifted from the results of learning to the process of learning. Therefore, according to the author's opinion, in order to improve the efficiency of students' English learning and the quality of English teaching, how to grasp the characteristics of middle school students' classroom participation. And take corresponding measures to mobilize the enthusiasm of students to participate in classroom activities; we must seriously con-sider the issue. At the same time, as an English teacher in middle school, I also feel that the quality of students' participation in English class is not high and the number of active speakers is decreasing. Therefore, it is very necessary to improve students' participation in class both from the orientation of the new curriculum reform and from the actual problems in teaching. 

1.2 Research Significance

As an educational concept, cooperative learning has always existed in practical teaching activities. In foreign countries, the related research has made great progress both theoretically and practically. In China, scholars have also done a lot of practice and research on the application of cooperative learning in primary and secondary school classrooms, which makes its application more in line with the reality of Chi-na's education and teaching. 

Group cooperation has been widely applied in junior middle school English teaching. Through the feasibility and effectiveness of group cooperation teaching, some references are provided for better junior middle school English teaching and help improve the effect of junior middle school English classroom teaching.

Theoretical significance: First, by studying the effectiveness of cooperative learning in English teaching in junior middle schools, it provides theoretical guidance for better implementation of cooperative learning teaching strategies. Second, explore a learning mode suitable for students in oral English class, and enrich and perfect the theoretical system of cooperative learning.

Practical significance: This research aims to promote the transformation of coop-erative learning model from theory to practice, and to help English te本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。