本文是一篇英语论文，本行动研究在输入假说理论、自主学习理论等的指导下，根据英语学科核心素养的要求，针对初中学生开展了合作型课外阅读教学活动，并考察其对学生英语阅读能力、英语学习态度等方面的效果。
Chapter One Introduction
1.1 Research Background
In 2021,The State Council put forward the Opinions on Reducing the Burden on students'Homework and Off-campus Training in Compulsory education.Overall,the"double reduction"policy can be divided into two aspects:first,to reduce the burden on students'homework,andsecond,to reduce the subject of off-campus training institutions.Its significance is to improvethe quality of teaching and reduce students'academic pressure,and then enhance students'interest in learning,so that they can get all-round development.English teachers should not onlyimplement the"double reduction"policy,but also ensure the quality of teaching.Since theimplementation of the new curriculum standards in 2022,the requirements for reading abilityand reading quantity in daily teaching have become increasingly prominent.The new curriculummakes it clear that junior high school students need to continuously improve their language skillsaccording to the prescribed standards.In addition to the content in the textbook,students are alsorequired to accumulate no less than 150,000 words of reading after class.Therefore,simplyrelying on text materials for reading training can not meet this requirement,nor can it effectivelyhelp students improve their language skills.Based on this,schools need to organize diversifiedextracurricular English reading activities so that students can get more reading opportunities andachieve higher reading volum.e.In recent years,more and more researchers began to payattention to this field and put forward their own views and suggestions.
...........................
1.2 Research Purpose
The purpose of this research is to explore how to cultivate junior high school students' extra-curricular reading ability with the help of cooperative learning,with the aim of improvingjunior high school extracurricular English reading teaching and promoting the development ofstudents'extra-curricular reading ability.In the current extracurricular English reading practice,most students are generally faced with the challenge of large vocabulary of new words.Due tothe high difficulty of reading materials,teachers often do not put the understanding trainingmethod in an important position,resulting in some reading activities are difficult to stimulatestudents'interest in learning,and even the content lacks aesthetic value.In view of this,thisresearch is committed to exploring the changes brought about by the cooperative reading modein the cultivation of junior high school English extracurricular English reading ability under thebackground of the double-reduction policy,and aims to provide practical strategic suggestionsfor the development of junior high school extracurricular English reading.
英语论文怎么写
....................................
Chapter Two Literature Review
2.1 Key Concepts
2.1.1 Extracurricular English Reading
To make clear the definition of extracurricular English reading and the difference betweenextracurricular reading and in-class reading is the premise of studying English extracurricularEnglish reading in junior high school.Ni Jincheng(2017)believes that extracurricular Englishreading is different from other reading articles in class,and the content of extracurricular Englishreading comes from students'independent behavior,which requires them to explore and learnindependently.Lv Guozheng(2019)divided English reading into two dimensions:in-class andout-of-class.In-class reading is mainly conducted by teachers to guide students in class in aplanned way according to the school education syllabus and textbook content.This kind ofreading focuses on the mastery of vocabulary and grammar.In contrast,extracurricular Englishreading relies more on students'autonomy and selectivity,realizing language input and outputthrough reading various materials and promoting the understanding of the content of the article(Lv Guozheng,2019).Hao Jia(2023)points out that extracurricular English reading emphasizesstudents'autonomy,encourages students to choose reading materials independently,and realizesindependent reading,assessment and development through comprehensive reading.Combiningthe above content,it can be reasonably inferred that extracurricular reading and in-class readingcomplement each other,and integrating extracurricular knowledge into classroom teaching can better achieve the reading teaching objectives.In practice,students should select readingmaterials according to their own language level,combined with their interests and hobbies,andmake reading plans to make reading more systematic(Ran Shijin,2018).In this process,theguidance and supervision of teachers are also crucial,and their participation can ensure theeffectiveness of extracurricular English reading.Extracurricular English reading is not only animportant way to practice English knowledge,but also a key link to improve the quality ofreading teaching.
.............................
2.2 Research Status at Home and Abroad
2.2.1 Extracurricular English Reading Related Research Abroad
Extracurricular reading is very important for the cultivation of junior high school students'English reading ability.Foreign researchers mainly conduct research on extracurricular Englishreading from two aspects:
(1)Study on the role of extracurricular English reading
Researchers believe that the implementation of extracurricular English reading classes has asignificant effect on the improvement of students'reading ability and comprehensivecomprehension level.Under reasonable guidance,extracurricular English reading can not onlyimprove students'English listening ability,but also promote their writing skills.Gao(2018)made an in-depth discussion on the effects of extracurricular English reading throughextracurricular reading experiments.In the process of the experiment,he set up the experimentalgroup and the control group,and found through comparative analysis that the students in theexperimental group had significantly improved their listening and comprehensive English levelthrough diversified extracurricular reading methods.Therefore,extracurricular English reading isof great significance for improving students'comprehensive level and plays a positive role inpromoting students'overall development.
..............................
Chapter Three Theoretical Basis ........................ 14
3.1 Input hypothesis Theory ............................. 14
3.2 Self-directed Learning Theory ............................... 15
Chapter Four Research Methodology .............................. 19
4.1 Research Questions ................................ 19
4.2 Research Participants .............................. 21
Chapter Five Research Results and Discussion .......................... 55
5.1 Changes in Students' Learning Emotions and Attitudes .................. 55
5.2 Changes in Students' Reading Behavior and Ability ....................... 56
Chapter Five Research Results and Discussion
5.1 Changes in Students'Learning Emotions and Attitudes
In this paper,students'interest and motivation as well as learning confidence are involved inthe research.After comparing the relevant data,it can be found that the students have undergonegreat changes.After the comparison of the relevant statistical data,the statistical table of changescan be obtained,and the detailed content is shown in Table 4-1.The pre-experiment learninginterest matched post-experiment learning interest,and the significance P value was 0.000***,and the difference range Cohen's d value was 1.105,which was very large.The P-value of thepre-experiment paired learning motivation after the experiment was 0.000***,and the Cohen's dvalue of the difference was 0.886,which was a very large difference.The concept of learningbefore the experiment matched the concept of learning after the experiment,and the significanceP value was 0.000***,and the Cohen's d value of the difference was 1.025,and the differencewas very large.Learning confidence before the experiment paired with learning confidence afterthe experiment,and the significance P value was 0.000***,and the difference Cohen's d valuewas 1.051,and the difference was very large.
英语论文参考
............................
Chapter Six Research Conclusion and Prospect
6.1 Research Conclusion
After the assessment before the action study,it is found that the students'English readinglevel is in the middle.The reading score of the experimental class is 75.513,and that of theexperimental class is 75.256,which is almost the same between the two classes.However,through the introduction of cooperative learning mode,students'English reading ability has beensignificantly improved.According to the paired sample test results,the reading scores in thepost-test were significantly higher than those in the pre-test.The questionnaire data analysisshows that students'learning interest,motivation,concept and confidence(learning emotion andattitude),reading quantity,reading method,cooperative learning cognition and self-assessment(reading behavior and ability)and the overall level of students'English have been significantlyimproved.
The classroom feedback information shows that after cooperative learning,students'readingattitude is obviously changed,and their participation in classroom activities is significantlyimproved.Various forms of cooperative activities stimulate and cultivate junior middle schoolstudents'interest in reading,so that they gradually develop a good reading habit.The studentsalso learn to use certain strategies and methods in reading,which help them to clarify the keyinformation of the text,summarize the main idea and guess the author's opinion and attitude inEnglish reading.It is worth noting that cooperative activities are not limited to class.Manystudents also gradually develop the habit of cooperative learning after class,which enhances theteam cohesion and cooperation consciousness among peers.
reference(omitted)