声明
Chapter 1 Introduction
1.1 Background Informationof the Study
1.2 Purposes of the Study
1.3 Significance of the Study
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Structure of the Thesis
Chapter 2 Literature Review
2.1 Definitions of Key Concepts
2.2 Theoretical Basis
2.2.1 Constructivism Learning Theory
2.2.2 Bloom’s Cognitive Goal Classification
2.2.3 Motivation Theory
2.3 Previous Studies on Cooperative Learning Abroad and at Home
2.3.1 Previous Studies on Group Cooperative Learning Abroad
2.3.2 Previous Studies on Group Cooperative Learning at Home
2.3.3 Comments on Previous Studies on Group Cooperative Learning Abroad and at Home
2.4 Previous Studies on English Reading Abroad and at Home
2.4.1 Previous Studies on English Reading Abroad
2.4.2 Previous Studies on English Reading at Home
2.5 Studies on Application of Group Cooperative Learning to Reading Class Abroad and at Home
2.5.1 Studies on Application of Group Cooperative Learning to Reading Class Abroad
2.5.2 Studies on Application of Group Cooperative Learning to Reading Class at Home
2.5.3 Summary
Chapter 3 Research Design
3.1 Research Questions
3.2 Research Participants
3.3 Research Methods
3.4 Research Procedures
3.5 Data Collection and Data Analysis
Chapter 4 Results and Discussion
4.1 Results and Analysis of how Teachers and Students Prepare for Group Cooperative Learning Activities in Reading Classes in Pre-group Cooperative learning
4.1.1 Teachers’ Preparation
4.1.2 Students’ Preparation
4.2 Results and Analysis of Types of Group Cooperative Activities Teachers Design, and Teachers and Students’ Participation in Reading Classes in While—Group Cooperative Learning Activities
4.2.1 Types of Group Cooperative Learning Activities
4.2.2 The Goal of Group Cooperative Activities
4.2.3 Time Allocation for Group Cooperative Activities
4.2.4 Participation of Students in Group Cooperative Activity (Attitude /Participation Span)
4.2.5 Teachers’ Role
4.3 Results and Analysis of Feedback Activities After Group Cooperative Learning Activities, and Types of the Feedback Teachers Design in Post-group Cooperative Activities
4.3.1 Feedback Activity in Post-group Cooperative Activity
4.3.2 Types of Feedback Activity
Chapter 5 Conclusions
5.1 Major Findings of the Study
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Study
参考文献
Appendix Ⅰ Classroom Observation Scale
Appendix Ⅱ Classroom Observation Scale of High-quality English Class
Appendix Ⅲ Classroom Transcription
致谢
天津师范大学;
