中文摘要：阅读是英语学习的基本技能之一，在各类考试中的比重逐渐提升。提高学生的阅读能力成为了英语教学的重要目标。小组合作学习作为一种有效的教学方法，以小组学习或任务学习为中心，在新课程教育理念下成为了中学英语教育的一大趋势。本研究的目的是探讨合作学习对初中英语阅读教学的促进作用。本文首先通过文献研究对合作学习的相关理论进行阐述，通过实验和问卷调查探讨小组合作对于阅读教学的影响。通过数据分析，本次研究发现，在英语阅读教学中运用小组合作学习模式能够提高学生的英语成绩。同时研究得出，采用共同解除生词障碍策略、共同理解篇章结构、共同查找合作目标与任务资料的合作学习策略最受学生欢迎，更能有效地提高学生的学习积极性，促进他们自主学习能力。最后，笔者针对如何有效实施小组合作学习提出建议。

关键词：初中英语阅读教学；小组合作学习；学习策略

Contents

Acknowledgments

Abstract

中文摘要

1. Introduction-1

1.1 Background of the Study-1

1.2 Significance and Purpose of the Study-1

1.3 Structure of the Paper-2

2. Literature Review-3

2.1 A Review of Cooperative Learning Research at Home and Abroad-3

2.2 Definition of Cooperative Learning-3

2.3 Theoretical Basis of Cooperative Learning-4

2.3.1 Maslow's Hierarchical Theory of Needs-4

2.3.2 Constructive Theory -- Scaffolding Teaching Design-5

2.4 Characteristics of Cooperative Learning in English Reading Teaching-6

2.4.1 Student-centered-6

2.4.2 Driven by Task-6

2.4.3 Focusing on Multiple Classroom Interactions-6

3. Research Methodology-7

3.1 Research Questions-7

3.2 Research Subjects-7

3.3 Research Instruments-7

3.4 Research Design and Procedures-7

3.4.1 Pre-test-7

3.4.2 Teaching Experiment-8

3.4.3 Post-testing-13

3.4.4 Questionnaire Survey-13

3.5 Data Collection-13

4. Results and Discussion-14

4.1 Analysis of Reading Results of the Six Unit Tests-14

4.2 Analysis of the Reading Results of Final Examination and Pre-test-14

4.3 Analysis of Questionnaire Result-15

4.4 Major Findings-17

5. Reflection and Suggestion on Cooperative Learning in Reading Teaching-18

5.1 Reflection on Cooperative Learning in Reading Teaching-18

5.1.1 Advantages of Cooperative Learning in Reading Teaching-18

5.1.2 Disadvantages of Cooperative Learning in Reading Teaching-18

5.2 Suggestions on the Implementation of Cooperative Learning in Reading Teaching-19

5.2.1 Reasonable Grouping-19

5.2.2 Positive and Cooperative Relationship-19

5.2.3 Effective Vocabulary Learning-20

5.2.4 Proper Reading Strategy Guidance-20

5.2.5 Diversified Evaluation Methods-21

6. Conclusion-22

References-23

Appendix-24