本站原创Abstract5-7
摘要7-10
Ⅰ. Introduction10-13
1.1 Research background10-11
1.2 Significance of the research11-12
1.3 overview of the thesis12-13
Ⅱ. Literature Review13-22
2.1 Definition of cooperative learning13-14
2.2 The elements of cooperative learning14-15
2.3 The cooperative learning models15-16
2.4 Previous research abroad on cooperative learning16-18
2.5 Previous research in China on cooperative learning18-19
2.6 Cooperative learning and reading19-22
Ⅲ. Theoretical framework of the Study22-27
3.1 Social constructivist theory22-23
3.2 Affective filter hypothesis23-24
3.3 The Requirements of New National Engpsh Curriculum24-27
Ⅳ. Research Design27-41
4.1 Research hypotheses27
4.2 Subjects27-28
4.3 Instruments28-29
4.4 Procedure of the present research29-31
4.5 The techniques of cooperative learning31-35
4.6 A sample lesson35-40
4.7 After class reflection40-41
Ⅴ. Data collection and analysis41-53
5.1 Data collection about the first questionnaire41-45
5.2 Data collection about the second questionnaire45-47
5.3 Data collection of pre-test and post-test47-50
5.4 Data collection of the first and the second interviews50-52
5.5 Students' reflection about cooperative learning52
5.6 Teacher's reflection52-53
Ⅵ. Findings and discussion53-57
6.1 The existing difficulties in reading comprehension for senior high school students53
6.2 The role difference of teacher between traditional class and cooperative learning class53-54
6.3 The benefits from cooperative learning atmosphere54-56
6.4 Change of learners' attitude56-57
Ⅶ. Conclusion57-60
7.1 Pedagogical imppcation57-58
7.2 Limitations and further study58-60
Bibpography60-64
Appendix 164-67
Appendix 267-68
Appendix 368-69
Appendix 469-71
Appendix 571-77
Appendix 677-83
Appendix 783-84
Appendix 884-86
Acknowledgements86