论小组合作学习在初中英语阅读教学中应用研究

摘要随着随着全球化进程的加速和国际交流的日益频繁，英语作为国际通用语言的重要性愈发凸显。初中英语阅读教学作为英语教学的重要组成部分，需要不断进行改革和创新。本文通过对小组合作学习在初中英语阅读教学中的应用研究，试图探索一种能够提高学生阅读能力的有效教学方法。强调学生之间的合作与互动，通过小组的形式，让学生在共同的学习目标下，相互协作、交流讨论，共同解决问题，从而提高学生的阅读能力和综合语言运用能力。本论文可分为五部分。前言作为第一部分，主要介绍了该选题目的和意义。论文第一章为文献综述，主要包括小组合作理论，并对国内外研究现状应用于英语阅读教学的相关研究进行梳理与总结。第二章叙述小组合作学习的阅读应用，主要包括阅读课前合作学习，阅读中合作学习和阅读合作学习。第三章主要介绍了小组合作学习的原则，包括合理的分组，兴趣与教育的结合，场景的多样性，任务的难度分级以及教师的指导。通过这些活动，教师可以帮助学生更好地学习英语阅读，提高学生的学习效果和学习能力。最后论文得出结论，小组合作学习打破了传统的学习方式，丰富学习的内容，体验不同的学习方式，对于英语的学习有极大的促进作用。关键词：初中英语阅读；阅读教学；小组合作AbstractWiththeaccelerationoftheprocessofglobalizationandtheincreasingfrequencyofinternationalcommunication,Englishasaninternationallanguageisbecomingmoreandmoreimportant.AsanimportantpartofEnglishteaching,juniormiddleschoolEnglishreadingteachingneedstobereformedandinnovatedconstantly.Thispaperattemptstoexploreaneffectiveteachingmethodtoimprovestudents’readingabilitybystudyingtheapplicationofgroupcooperativelearninginjuniormiddleschoolEnglishreadingteaching.Itemphasizesthecooperationandinteractionbetweenstudents.Throughtheformofgrouplearning,studentscancooperatewitheachother,communicateanddiscuss,andsolveproblemstogetherunderthecommonlearninggoal,soastoimprovestudents’readingabilityandcomprehensivelanguageapplicationability.Thisthesiscanbedividedintofiveparts.Theforeword,asthefirstpart,mainlyintroducesthepurposeandsignificanceofthistopic.Thefirstchapterisaliteraturereview,includingthegroupcooperationtheory,andthedomesticandforeignresearchstatusoftheapplicationoftherelevantresearchonEnglishreadingteaching.Chaptertwodescribestheapplicationofgroupcooperativelearninginreading,includingpre-classcooperativelearning,cooperativelearninginreadingandcooperativelearninginreading.Chapterthreemainlyintroducestheprinciplesofgroupcooperativelearning,includingreasonablegrouping,thecombinationofinterestandeducation,thediversityofscenes,thedifficultygradingoftasksandtheguidanceofteachers.Throughtheseactivities,teacherscanhelpstudentslearnEnglishreadingbetterandimprovestudents’learningeffectandlearningability.Finally,thepaperconcludesthatgroupcooperativelearningbreaksthetraditionalwayoflearning,enrichesthecontentoflearning,enablesstudentstoexperiencedifferentwaysoflearning,andplaysagreatroleinpromotingEnglishlearning.Keywords:juniorhighschoolEnglishreading;readingteaching;groupworkII目录TOC\o"1-3"\h\u26047前言 1第290381章文献综述 2217711.1小组合作理论 2102121.2国内外研究现状 5第42152章小组合作学习在初中英语阅读教学中的应用 9258152.1阅读前的合作学习 9269132.2阅读中的合作学习 10269132.3阅读后的合作学习 12第53623章小组合作学习在初中英语阅读教学中的应用原则 13178953.1合理组织分组 13178953.2融合学生兴趣 14178953.3创建多样化情景 15178953.4划分任务难度 16178953.5实施教师指导 17第53623章小组合作学习在初中英语阅读教学中的实施建议 18178954.1准备工作要充足 18178954.2学习模式选择要灵活 19178954.3评估方式要多样 20178954.4引导学生自主学习 218813结语 22注释 2318591参考文献 2421052致谢 25IIIIContentsTOC\o"1-1"\h\uTOC\o"1-3"\h\u17652Introduction .2.2ThePresentSituationofForeignResearchonCooperativeLearningTheconceptofcooperativelearningemergedfromvariousteachingpracticesandbegantotakerootinBritainduringthe18thcentury.CooperativestudygroupshavebecomeprevalentinEnglishlanguageinstruction,andtheirwidespreadadoptionalsocommencedintheUnitedStatesduringthe19thcentury.TheimportantrepresentativesofcooperativelearningabroadareSlavin,Johnson&JohnsonBrothers,SharonofIsrael(Sharen,1992)andsoon.Theauthoruses“cooperativelearning”asthekeywordtosearchtheliterature.Differentformsofliteraturecontents,suchasforeignperiodicals,books,dissertationsandconferenceminutes,appearinthesearchresults.Recently,theresearchresultsofcooperativelearningcombinedwithsocialscienceandtechnologyareabundant.InordertograspthecurrentresearchsituationofcooperativelearninginEnglishlearning,theauthorconductedasearchwiththekeywords“cooperativelearning”and“language”andobtainedtheforeignliteraturerecordsinthepast20years.Furthermore,byutilizingkeywordssuchas“cooperativelearning”and“reading,”theauthorcanaccessandsynthesizeinternationalresearchthatspecificallyaddressescooperativelearningmethodologiesinthefieldofreadinginstruction.LatifahA.Alharbi’sinvestigationfocusedontheimpactofcooperativelearninginthecontextofteachingEnglishasasecondforeignlanguage,specificallyaddressingitseffectsonreadingcomprehensionlevelsandstudents’perceptions.ThestudyemployedanexperimentaldesignwithasampleofsixtysecondaryschoolstudentsfromArrasCityNo.3MiddleSchool.Thefindingsindicatedthat,whiletherewasnodiscerniblechangeinstudents’readingmotivation,therewerenotablechangesintheirreadingproficiencylevelsandattitudestowardcooperativelearningactivities.JalilifarAlirezateachingexperimentdatarevealsthatinimprovingthereadingabilityofIranianEnglishlearners,theTeamAssistedIndividualizationLearning(STAD)methodismoreeffectivecomparedtoconventionalgroupinteractionlearningmethods(GI),anditisparticularlybeneficialforenhancingvocabularyacquisitionskills.AbbasAliZarei’sresearchcomparedtwobasicgroupcooperativelearningstrategies-theSTADhierarchicalscoringmethodandtheCIRCcollaborativereadingandwritingintegrationmethod,findingthatbothmethodssignificantlyimprovethereadingabilityofIranianEnglishlearners.Throughconductingfourone-wayANOVAtestsonthereadingandvocabularyscoresof132Iranianfemalestudentsbeforeandafteranexperiment,thisstudyfurtherconfirmedthatcooperativelearningmethodscansignificantlyimprovereadingandvocabularyperformance,especiallyforbeginnerEnglishlearners.Inthesameyear,thejournalEducationResearchandReflectionincludedaresearchbytwoscholarsfromPakistanEducationUniversity.Thestudycompared128localeighthgradestudents,withtheexperimentalclassbeingtaughtreadingskillsusingapresetSTADcooperativelearningmethod,whilethecontrolgroupusedtraditionalteachingmethods.Aftertheexperiment,theteacherevaluatedthegradesofbothgroupsofstudents.Theresultsshowthatcooperativelearningmode,asaneffectiveteachingparadigm,hasasignificanteffectonimprovingstudents’readingskills.ScholarAbigailMeladEssienfromSuanSunandhaRajabhatUniversityinThailandconductedastudyoncooperativelearningamongfirst-yearstudentsmajoringinearlychildhoodeducationatitsSchoolofEducationandfoundunexpectedresults.Inparticular,theattitudetowardsEnglishlearning.Atthesametime,theresultsshowthatasstudentsparticipateincooperativelearning,theirfriendshipbecomesstrongerandmutualrespectbecomesstronger.Theimplicationofthestudyisthatteachersareresponsibleforgrouptasksandprovidestudentswithasuitableenvironmenttoachievetheskillsthatpromotecooperativelearning,andtheseskillsarealsonecessaryforthefuturecareersofearlychildhoodeducationstudents.Twootherscholars(Güngör,A.A.,&ÜnAçikgöz,K.K.,2006)adoptedthesameapproachinprimaryschoolandfoundthatpupilsingroupcooperativelearningusedreadingcomprehensionstrategiesmorefrequentlythanpupilsinthetraditionalteachingmode.TheyalsohaveamorepositiveattitudetowardsEnglishlearning.ThestudyofcooperativelearninginreadingteachinghasbeenfavoredbyresearchersinEnglishasasecondlanguagecountries.BushraSaadoonM.Al-NooriandFatimaRahimAbdulHusseinAl-Mosawi,twoassociateprofessorsfromtheEnglishdepartmentofBaghdadUniversityandMishanUniversity,triedtoimprovejuniorstudents’attitudetowardsEnglishreadingcomprehensionbyadoptingcooperativelearning.TheexperimentadoptedT-testtoanalyzethedata,andtheresultsshowedthatthereweresignificantdifferencesinstudents’attitudestowardsreadingcomprehension.

2TheApplicationofGroupCooperativeLearninginReadingClassInthetraditionalreadingclass,theteacherusuallyleadsthestudentstoreadapassage,explainthegrammarofthepassage,extractkeywordsandphrases,translatethepassage,findoutthemainideasofthepassage,andfinally,theremaybealittleclassexercisetopracticegrammarknowledge.However,thiskindofclassmainlyfocusesontheexplanationoftheteacher,andthestudentshavelittlesenseofparticipationintheclass,whichiseasytomakethestudentsfeelboring.Atpresent,thereadingteachingmodewidelyrecognizedathomeandabroadis“PWP”mode.pre-reading,whilereading,post-reading.Thescientificandeffectiveapplicationoftheformofgroupcooperationcanpromotestudents’learningmotivationandimprovetheirdiscourseanalysisability.2.1CooperativeLearningbeforeReadingClassThepartbeforeclassisarticleintroduction.Iftheintroductionofthecourseisdonewell,studentscanhavecuriosityandinterestinthecourse,andbettercarryoutthefollowingreadingteaching.Cooperativelearningbeforereadingclasscanencouragestudentstopreviewreadingmaterialsinadvanceandsolveproblemsindependentlythroughgroupcooperation,thuscultivatingstudents’independentlearningabilityandindependentthinkingability.Thiskindoflearningmodeenablesstudentstochangefrompassiveacceptanceofknowledgetoactiveexplorationofknowledge,whichisconducivetoimprovinglearningefficiency.Studentsneedtohavefrequentcommunicationanddiscussionwithgroupmembers,whichhelpsdeveloptheircommunicationskillsandteamworkspirit.Atthesametime,intheprocessofcommunication,studentscanbeexposedtodifferentviewpointsandideas,andbroadentheirthinkinghorizon.Byreviewinganddiscussingthereadingmaterialsbeforeclass,studentscanbetterunderstandthemainidea,detailsandtheauthor’swritingintention,thusimprovingtheirreadingcomprehensionability.Inaddition,cooperativelearningcanstimulatestudents’interestinlearningandenablethemtocompletethereadingtaskinarelaxedandpleasantatmosphere.However,beforethereadingclass,teachersneedtosetclearcooperativelearninggoalsforstudents,includingunderstandingthebasiccontentofthepassage,findingoutkeywordsandphrases,andanalyzingthestructureofthepassage.Thesegoalsshouldbespecificandmeasurable,sothatstudentscanpreviewanddiscusstheminatargetedway.TeachersshouldmakereasonablegroupsofstudentsaccordingtotheirEnglishlevel,personalitycharacteristicsandinterests,andensurethatthereisacertaindegreeofcomplementarityamongmemberswithineachgroup.Atthesametime,differentrolesandtaskscanbeassignedtoeachgroupmember,suchasgroupleader,recorder,reporter,etc.,inordertopromotecollaborationandcooperationamonggroupmembers.Inordertosupportstudents’cooperativelearningofreadingbeforeclass,teachersshouldprovidestudentswithnecessarylearningresources,suchasreadingmaterials,vocabularylists,relevantbackgroundknowledge,etc.Theseresourcescanhelpstudentsbetterunderstandthecontentofthetextandreduceobstaclesinthepre-readingprocess.Andpaycloseattentiontothestudents’learningsituation,givetimelyguidanceandhelp.Forthedifficultiesandquestionsencountered,teacherscanguidestudentstohavegroupdiscussionsorwholeclassdiscussionstofindsolutionstogether.Beforeexplainingthereadingpassage,teacherscanusethewayofaskingquestionstointroducethem.Accordingtotheirownactualsituation,thestudentshaveagroupdiscussion,expresstheirownviewsandhaveacertainunderstandingofthecontentofthearticle,whichisconducivetothesmoothdevelopmentofthenextteaching.2.2CooperativeLearninginReadingClassCooperativelearninginreadingisthelearningofthereadingpassageinclass.Thewayofcooperativelearningbreaksthetraditionalmodethattheteacherspeaksinfrontofthestageandthestudentsonlylisten.Inthecontextofreadingeducation,itisimperativetofosterstudents’proficiencyinintensivereading,extensivereading,andtherapidextractionofinformation.Concurrently,elucidatinglinguisticknowledgeembeddedwithinthetextservestoenhancestudents’capacityforlanguageapplication.Cooperativelearningisaveryeffectiveway.Inordertocultivatestudents’learningability,justpassivelylisteningtotheteacherisnotagoodeffect,weshouldmaketheclassroomatmospherebecomeactive,makegooduseofspeedreadingintensivereadingsothatstudentscandevotethemselvestostudy.2.2.1FastReadingStudentsuseskimmingandscanningtoanswerquestionsandobtainkeyinformation.Thisactivityissuitableforgroupcollaboration.Teachersdividestudentsintoseveralgroups,andeachmemberreadsthearticleindividually.Theythencommunicatewithothermembersofthegrouptosharetheinformationtheyhaveobtainedandsupplementanyknowledgepointsthatmaynothavebeendiscovered.Duringthisprocess,studentscanalsograspthegeneralmeaningoftheparagraphs.Atthesametime,thisgrouplearningmethodcanalsoreducetheburdenonstudentswithlowergrades.Formorecomplexparagraphs,theycanseekhelpfromtheirpeersinthegrouptounderstandthembetter.Inpeercommunication,everystudentcanparticipateinthelearningprocess.However,teachersneedtopayattentiontomoderatecontrolandshouldnotskimfortoolong.Theyshouldmaintainamoderatepace.Teachersshouldtrainstudentstobeabletoanalyzethegeneralideaofanarticlebyreadingthebeginningandtheendofanarticle,soastolayagoodfoundationforthefollowingdiscourseanalysis.2.2.2IntensiveReadingAftermasteringthegeneralideaofthearticlethroughquickreading,studentscanbeledtointensivereading.Firstofall,youcanplaytheaudioofthetextwithataperecorder,sothatstudentscanunderstandthepronunciationandintonation,andthenreadaloudingroups.Followingtheinitialexposition,acomprehensiveanalysisofthearticle’scontentisessential.Studentsshouldengageinasequentialreadingprocess,sectionbysection,accompaniedbyquestionsdesignedtofacilitatedeepercomprehension.Thisapproachencouragesthemtodissectthetext,uncoveritsunderlyingmeaning,anddeveloptheirpersonalunderstanding.Concurrently,theinstructorshouldprovideelucidationsandcommentaryonthearticle,subsequentlypromptingstudentstoarticulatetheirinterpretationsandreflections.Everyonehasdifferentunderstandingsofthearticle,andthestudentshavetheirownopinions,whichcanenrichthestudents’vision.Intheexplanationofeachparagraph,theteachershouldalsoletthestudentsunderstandthepartsofspeechandmeaningofthenewwords,graspthekeysentencestructure,andexplainthegrammaticalfeaturesexpressedinthesentence.Afterthenewknowledgepointsaretaught,studentscanworktogetheragaintomakesentencesanddialoguesusingthesyntacticknowledgeandnewvocabularyjusttaught,inordertoconsolidateanddeepentheirunderstandingofthenewknowledgepointsinatimelymanner.Studentscanusethenewgrammarstructureandvocabularytheyhavejustlearnedtomakesentencesbasedontheirowninterestsandpractice.Thedialogueexerciseswithingroupsdeepentheirimpressionofthenewknowledge,increaseinteractionamongstudents,allowthemtoapplywhattheyhavejustlearned,andeffectivelyenhanceclassroompractice.2.3Post-readingCooperativeLearningafterClassPost-readinglearningisaperiodofreviewingandconsolidatingwhathasjustbeenlearned.Inotherwords,itisusedtoconsolidatetheachievementsofwhile-reading,whichisastageofoutput.Thisstageisrelativelyopen,mainlycenteredonstudents’practice,andteachersmainlyplaytheroleofassistingandguidingstudents’practice.Firstofall,studentscantesttheirlearningresultsbythemselvesthroughgroupdiscussion.Groupmemberscheckeachother,raisequestionsandopinions,andcorrectmistakes.Afterthat,therecanbeagroupcompetitionbetweengroups,usingthenewlylearnedgrammarstructuretomakesentences,andcompetingwithhandstoteststudents’understandingofthenewlylearnedknowledgepointsandstudents’abilitytouseknowledge.Inthiskindofcompetitiveinteraction,thestudentscanreviewthenewknowledgeagain,andalsoletthestudentsdetecttheresultsoftheirpreviousknowledge,sothatthestudentscanexperiencethefunoflearningintheactivity.Orstudentscanapplythenewvocabularyandstructuretheyhavelearnedtowriteastoryinagroupbyimitatingtheoriginaltext.Afterthat,theycanpresentthestorytotheclassinagroup.Inthisway,theynotonlydeveloptheirspeakingandreadingskills,butalsodeveloptheirwritingskills.Therefore,afterexplainingandreviewingtheknowledge,teachersshouldguidestudentstoexplorethepracticalsignificanceandeducationalvaluecontainedinthecontentofthearticle.Tocultivatestudents’criticalthinkingandtheirabilitytoexamineissuesfromadevelopmentalperspective,teacherscanalsoexpandonrelevantculturalknowledgetoenrichstudents’thinking.Oncestudentshavemasteredthegrammarknowledgeandkeyvocabularypointsinthetext,teacherscaninitiatediscussionsaroundtheunittopic.First,allowstudentstofreelyexpresstheirunderstandingofthemaincontentofthearticle.Followingthat,teacherscanintroducenewreal-timeknowledgetoguidestudentsinreflectingontheimpactoflearningcontentandbroadentheirperspectives.Thistypeofpracticeaimstopromotethedevelopmentofstudents’Englishthinkingandlanguageapplicationabilities.

3PrinciplesofGroupCooperativeLearningWhatistherationalebehindtheeffectivenessofcooperativelearninginimprovinglearningoutcomes?Whatarethebasicprinciplesofcooperativelearning?ThisissuehasbeenextensivelystudiedbyJohnson,Johnson&Holubec(2002),Kagan(1994),Slavin(1995)andLi&Liu(2008).Groupcooperativelearningisateachingstrategythatenablesstudentstolearn,discussandimprovetogetherforacommongoal.Reasonablegroupgoalsareclear,toensurethateachmemberisclearaboutthelearningtaskandexpectedresults,toadvocateactiveexchangeofideas,tosolveproblemstogether,toenhanceunderstanding;Respectdifferences,acceptdifferentviewpointsandabilitylevels,andpromotediversedevelopment;Teachersshouldgivepositivefeedback,establishapositiveevaluationmechanism,andgivetimelyaffirmationandsuggestionstoencouragegrowth;Reflectandsummarize,regularlyreviewthelearningprocessandresults,refineexperience,andcontinuouslyoptimizecooperationstrategies.Throughthefollowingprinciples,groupcooperationcaneffectivelyimprovetheefficiencyandeffectivenessoflearning,andcultivatestudents’teamworkabilityandsocialcommunicationability.Basedontheirresearch,combinedwiththeauthor’spreviousteachingexperience,thefivekeyprinciplesofcooperativelearningaresummarized.Herearethefivekeyprinciples.3.1OrganizingGroupsProperlyThereasonableformationofstudentgroupsisthebasisofcultivatingcooperationamongstudentsandthepremiseofeffectivegroupcooperation.Groupingshouldfollowtheprincipleof“inter-grouphomogeneity,intra-groupheterogeneityandcomplementaryadvantages”.Groupstudentswithdifferencesinacademicperformance,ability,gender,personality,etc.,intothesamegroup.Thisallowsstudentstocomplementeachother,helpeachotherandmakeprogresstogether.Eachteammembershouldbedynamic.Onthebasisoffixedgroups,dynamicgroupadjustmentshouldbemadeaccordingtotheneedsofdifferentlearningtasks.Aftercompletingtheunitlearninggoalorafteracertainperiodoftime,peopleindifferentgroupscanbeexchanged.Rolesingroupscanalsoberotatedbasedonindividualprogressorimprovement,allowingstudentsthefreedomtoformnewcombinationsbasedonspecifictasks.Notonlydoesthisapproachincreasestudentengagement,italsoundermineslong-standinggroupdynamics.Haveacleardivisionoflaborwithineachgroupsothateachmemberisclearabouttheirresponsibilitiesandtasks.Teachersdesigncooperativelearningactivitiesaccordingtolearningtasksandteachingobjectives,andguidestudentstoactivelyparticipateingroupactivities.Andobservethestudents’learningandgroupcooperationintime,andgivenecessaryguidanceandhelp.3.2IntegratingStudents’Interests“Interestisthebestteacher.”ThisancientadageholdsparticularlytrueintherealmofEnglishlearning.WhenstudentsdevelopaprofoundinterestinEnglish,itactsasapowerfuldrivingforce.Theyarenolongerpassiverecipientsofknowledgebutbecomehighlyproactivelearners.Forinstance,insteadofbeingforcedtomemorizevocabularyandgrammarrules,theywilleagerlyspendhoursreadingnovelsinEnglish,watchingmoviesinEnglish,andevenengaginginEnglishconversationswiththeirpeersornativespeakersontheirowninitiative.Thisenthusiasmnotonlyhelpsthemtomasterthelanguagemoreeffectivelybutalsobroadenstheirhorizonsanddeepenstheirunderstandingofdifferentcultures.Groupdiscussionisaprevalentandeffectiveteachingmethodintheclassroom.Itprovidesaplatformwherestudentscanfreelyexchangeideas,whichismuchmoreconvenientthanindividuallearning.Inagroupdiscussion,studentscanlearnfromeachother’sperspectives,correctmisunderstandings,andjointlyexploresolutionstoproblems.Forexample,whendiscussinganarticleinEnglish,onestudentmayhaveauniqueunderstandingoftheauthor’swritingstyle,whileanothermaybemoresensitivetotheculturalconnotationsinthetext.Throughcommunication,theycanexpandtheirknowledgeandthinking.However,whenteachersdesigntasksforgroupdiscussions,thereisacommonpitfall.Theyoftenfocussolelyoncreatinginterestingoreasilyoperabletopicstoensurethatstudentscanactivelyparticipateandthediscussionproceedssmoothly,thuscreatingalivelyclassroomatmosphere.Whilethisisbeneficialtosomeextent,theessenceofeducation,thetaskprincipleofeducation,isfrequentlyoverlooked.Thetaskprincipleemphasizesthatlearningtasksshouldnotonlybeengagingbutalsoalignwitheducationalgoals,promotingstudents’overalldevelopmentinknowledge,skills,andvalues.Therefore,inEnglishteaching,stimulatingstudents’interestinlearningisofutmostimportance.Teachershaveavarietyofmeansattheirdisposal.Designinginterestingclassroomactivitiescanbeagreatway.Forexample,organizingEnglishdramaperformancesallowsstudentstoimmersethemselvesinthelanguageenvironment,understandthelanguageincontext,andalsodeveloptheiractingskillsandteamworkspirit.Introducingtopicsclosetostudents’livescanalsopiquetheirinterest.3.3ClassifyingtasksbydifficultyThistaskshouldonlybeperformedundercertaincircumstances.Thereisnodoubtthatthetaskwillbeboring,anditwillnotbeeffectiveinarousingstudents’interesttostudy.Therefore,teachersshouldselectappropriateactivitiesbasedondifferenttasksandclasses,strivingtodiversifytheseactivities.Toachieveeffectiveclassroomlearning.Thevarietyofscenesincludestraditionalclassroomreadingteaching,groupcooperativereadingteaching,multimediaassistedteaching,etc.TraditionalclassroomreadingteachingisthebasicsceneofjuniorhighschoolEnglishreadingteaching.Inthisscenario,teachersusuallychoosesomeEnglisharticlessuitableforstudents’readinglevel,andhelpstudentsunderstandthecontentsofthearticlesthroughexplanation,discussionandpractice,soastoimprovethereadingspeedandaccuracy.Thisteachingmethodfocusesontheimpartingofbasicknowledgeandthecultivationofreadingskills,whichisconducivetolayingasolidEnglishfoundationforstudents.However,thetraditionalclassroomreadingteachingalsohassomelimitations.Duetothelimitationofteachingresourcesandtime,itisoftendifficultforteacherstoconductindividualizedteachingaccordingtothespecificsituationofeachstudent.Andbecausetheyoftenpaytoomuchattentiontotheteachingoflanguageknowledge,butneglectthecultivationofstudents’readinginterestandreadinghabit.Groupcooperativereadingteachingisastudent-centeredteachingmethodwithgroupcooperationasthemainform.Inthisscenario,thegroupmembersneedtocompletethetasktogether,suchassummarizingthemainideaofthearticle,extractingthekeyinformation,analyzingthestructureofthearticleandsoon.Groupcooperativereadingteachingisconducivetostimulatingstudents’learninginterestandenthusiasm,andcultivatingstudents’teamworkspiritandindependentlearningability.Atthesametime,groupcooperationcanalsopromotethecommunicationamongstudents,broadentheirhorizonsandimprovetheiroralexpressionability.However,theteachingofgroupcooperativereadingrequiresteacherstohavehighorganizationalandguidingabilitytoensurethateverystudentcanactivelyparticipateinandbenefitfromthegroupdiscussion.Multimediaassistedreadingteachingistheuseofaudio,video,imagesandothermultimediaresourcestoprovidestudentswitharichvarietyofreadingmaterialsandlearningenvironment.Inthisscenario,teacherscandisplayEnglisharticles,pictures,videosandothermaterialsthroughmultimediatohelpstudentsbetterunderstandthecontentofthearticleandimprovetheirinterestinreading.Multimediaassistedreadingteachingisconducivetocreatingavividreadingsituation,whichcanprovidemoreintuitiveandvividinformation.However,over-relianceonmultimediatechnologymayleadtostudents’neglectofin-depthunderstandingandanalysisofthetextitself.Therefore,teachersneedtomakereasonableuseofmultimediatechnologytoavoiditbecomingtheonlymeansofreadingteaching.Ofcourse,inadiverseEnglishscene,groupcooperationencouragesstudentstogiveplaytotheirimaginationandcreativity.Byplanning,organizingandimplementingactivitiesorprojectstogether,studentsca