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Chapter One Introduction

1.1 Research Background
The Curriculum Reform of Compulsory Education initiated in 2001 emphasizes thecultivation of students’ cooperative and communicative abilities. The English CurriculumStandards are set to guide English teaching across the country. The Standards advocatethe task-based language teaching and learning pattern, and encourage students to achievetheir goals and feel their success through perception, experience, practice, participationand cooperation under the guidance of teachers. The Standards also come up with thespecific methods as follows: to respect the students, give them enough freedom, improvestudents’ interests, optimize teaching atmosphere, increase communication andcooperation, give every student expectation and encouragement and make students havethe sense of success.Above all, the author can sum up the objectives of English teaching in junior middleschool under the new situation as follows: to take student learning as the center, makestudents learn to study and cultivate students’ cooperative and communicative abilities.The goals students should achieve are the facts that after finishing the nine-yearcompulsory education, students should be able to communicate with their teachers andclassmates about some familiar topics and that they should be able to describe thingssimply and make their own judgments.
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1.2 Research Significance

1.2.1 Theoretical Significance
Before the implementation of the curriculum reform, many scholars and teachershad made a lot of researches about language learning methods. They came up with manygood teaching and learning methodologies and theories, such as Learning Autonomy,Cooperative Learning and Interactionist Theory. These theories supply theoretical basisfor teachers to some extent.But these theories are mostly studied respectively, and how to combine two or threetheories together and apply them into the teaching practices is still a question. In order tomeet the concept of curriculum reform and to test and verify the author’s doubt onEnglish teaching and learning, this research chooses cooperative learning theory andclassroom questioning at the same time and combines them together.The previous studies focus mainly on dealing with teacher questioning andCooperative Learning separately. And most of the researches have been conductedwithout the consideration of The English Curriculum Standards. Therefore, thetheoretical significance of the study can be concluded from the following three aspects.Firstly, the study of teacher questioning from the perspective of CooperativeLearning Theory can broaden and enrich the scope of questioning study, and can be asupplement to previous and present theories.
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Chapter Two Literature Review

2.1 The reform on Chinese Middle School English teaching
After the implementation of the curriculum reform and The English CurriculumStandards, enormous changes took place in China, including middle school Englishteaching. In order to sum up the experience and learn from it, it is necessary to make abrief review. According to the article-The review of middle school English teachingreform for two decades, (WangJuan，2007:23-25)the reform of English teaching focuseson scientific characteristics and practicality, which reflects the following aspects:1) Much attention is paid to cultiv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。