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effect ofcooperative learning in reading,and the results showed that cooperative learning isconducive to the improvement of students’reading comprehension.Almanza(1997)also conducted an experiment involving 53 sixth graders in New York City over aneight-week period.The results showed that the students who applied cooperative reading scored higher than the students who read traditional reading.AlisonG.Boardman(2016)put forward cooperative strategy reading.Yang Zhili(2019)foundthat the group using cooperative learning scored higher than the group using thetraditional reading teaching method.Compared with traditional reading mode,cooperative learning mode can reduce students’reading anxiety to a certain extent,improve their language ability and enhance students’interest in English reading.Onthe basis of analyzing the possibility of realizing comprehension in English reading,Han Xiaoyan(2012)put forward suggestions on the lifelong learning of students bythe teaching model of“cooperation+autonomy+inquiry”.She pointed out thatcooperative learning takes group activities as the carrier and focuses on the interactionand cooperation between groups so as to gradually improve students’language ability.

Chapter Two Methodology

2.1 Theoretical Basis

Two main theoretical bases of cooperative learning will be introduced.Withsocial independence theory and zone of proximal development theory,cooperativelearning has been more and more widely used in English teaching.

2.1.1 Group Dynamics Theory

K.Lewin(1932)expounded the theory,he put forward that the core of a groupwas the dynamic interaction.In other words,in each dynamic unity,any change of amember will inevitably cause a change of other members.Later,in the early 20thcentury,Kafka K(1959)further raised that a group was a dynamic unity that caninfluence the relationship between members.

Therefore,with the guidance of group dynamics theory,senior high Englishteachers should pay attention to the teaching method of cooperative learning whendesigning reading classes in order to cultivate students’cooperative ability,to promotestudents’English language and thinking ability.In actual teaching activities,teachersshould try to arouse the internal motivation of the group,and ultimately achieve thedesired goal.

2.2 Research Questions

The purpose of this study is as follows.First,the author investigates the currentsituation and problems of high school English classroom,including students’understanding of reading,students’participation,grouping,learning degree andevaluation system.Next,this research will discuss the strategies of cooperativelearning in high school English reading classroom,mainly around the following threequestions:

1.What is the present situation of cooperative learning in high school Englishreading?

2.What are the problems and causes of cooperative learning in high schoolEnglish reading?

3.How to integrate cooperative Learning into high school reading classroomeffectively?

Chapter Three Results and Discussion................................19

3.1 Analysis of Student Questionnaire and Classroom Observation....................19

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