1、AbstractAs we all know interest is the key to learning English, and in order to improve students interest, schools and teachers have tried many ways, including cooperative learning. With regard to cooperative learning, the author makes a study on whether and how cooperative learning can improve stud
2、ents interest in learning English.The author first presents kinds of theories related to cooperative learning, the importance of learning interest and the development of cooperative learning. Then, based on the theories and some academic works, the author does a survey in two classes in Weicheng Mid
3、dle School. After contrasting, observing the two classes as well as collecting questionnaire data, the author gets the answer that cooperative learning is an effective way to stimulate students interest in learning English, and a most widely-used method after New Curriculum Reform. Finally, on the b
4、asis of some problems existing in using cooperative learning, the author gives some recommendations to English teachers of middle schools, hoping to help them improve students interest effectually.Key Words: cooperative learning; English learning interest; middle school students摘 要总所周知，兴趣是学习英语的关键，为了
5、提高学生学习英语的兴趣，学校和老师尝试过许多方式，包括合作学习。但合作能提高学生的英语学习兴趣吗？作者在这做了一项研究。作者首先给出了各种关于合作学习定义，学习兴趣重要性，合作学习发展的理论。然后基于这些理论和学术研究,作者在渭城中的两个班里做了一项调查，通过对比，观察和收集问卷调查的数据，作者得出了结论合作学习是一种能提高学生英语学习兴趣的有效方式，并且是一种在新课改之后广泛使用的英语学习方法。最后根据在合作学习使用中所出现的问题，作者给中学老师了一些关于如何使用有效地使用合作学习的建议，希望他们能有效的使用这种方式。关键词：合作学习；英语学习兴趣 ；中学生ContentsTOC o 1-3
6、 h u HYPERLINK l _Toc17958 1. Introduction 12. Literature Review 12.1 The Definition of Cooperative Learning 22.2 The Importance of Learning Interest 32.3 The Development of Cooperative Learning at Home and Abroad 33. Process of the Research 43.1 Research Questions 43.2 Research Subjects 53.2.1 The
7、Background of the Sampling Survey 53.2.2 Reasons for Taking These Two Classes as Subjects 63.3 Research Preparation and Methods 73.3.1 Literature Reading and Material Collection 73.3.2 Observation and Questionnaire Survey 73.3.3 Contrast Between the Two Classes 73.4 Research Steps 83.4.1 Choosing Tw
8、o Representative Classes 83.4.2 Observing and Recording Relevant Data 83.4.3 Questionnaire for Students 94. Data Collection and Analysis 94.1 Analysis of Students English learning Interest 94.2 Analysis of Students Grades in Different Periods 114.3 Results of Observation 135. Discussion and Suggesti
9、ons 135.1 Setting a Goal for Cooperative Learning 145.2 Giving Discussible topics to Stimulate Students Interest 146. Conclusion 15Biography 16AppendixA Study on the Use of Cooperative Learning to Improve Middle-School Students English Learning Interest1. IntroductionAs is known to all, interest is
10、the key point in learning English. In order to improve English learning interest, our country has tried many ways, of which, cooperative learning is one of the most widely-used ways. As for students, group cooperation can provide them with platform to communicate and discuss; as for teachers, it can
11、 transform passive infusion into active study, which strongly improves the teaching efficiency.But when asked whether cooperative learning can improve students English learning interest, many people may feel confused, in order to probe the relationship between cooperative learning and English learni
12、ng interest, the author does lots of research.The following thesis attempts to give the answer. The author first presents kinds of theories related to cooperative learning, the importance of learning interest and the development of cooperative learning. Then, on the basis of these theories and acade
13、mic research, the author takes two different classes in Weicheng Middle School as research samples. By comparison, observation and data collection, the author finds cooperative learning can indeed improve the students English learning interest. Finally, based on the existing problems that most schoo
14、ls keep the watchful eye on the exam results and many teachers just know its concept to cater the New Curriculum Reform, the author gives many suggestions to teachers and students, hoping to help them use cooperative learning correctly and effectively.2. Literature ReviewIn this part, the author wil
15、l introduce the definition of cooperative learning,the importance of learning interest and the development of the cooperative learning at home and abroad.2.1 The Definition of Cooperative LearningCooperative learning rudiment emerged thousands of years ago, and the earliest record of it can date bac
16、k to classical Chinas education classics Records of Education, but it is said that cooperative learning formally originated from America in the 1970s, since then it experienced a surge development (Wang 30). And there is some other academic research about it: Slavin, a professor in American Johns Hopkins University, said: “Cooperative learning refers to a small-group activity and a teaching