Educational equity has always been one of the hot topics that requires all the students enjoy equal rights in the process of education. The education advocated by our country is quality education, which is oriented towards all students and emphasizes that every individual can be developed in the process of education. However, in the actual process of education, due to the influence of objective conditions, artificial stratification and other factors, the education received by students is not balanced, and students with learning difficulties are often neglected and do not receive equal attention and help from teachers. Since the cooperative learning theory was introduced into China, researchers have applied it to different learning fields to explore its impact on learners in different academic stages, and the effectiveness of group cooperative learning has been verified. This study applies group cooperative learning to junior high school English teaching, aiming to focus on the impact of group cooperative learning on the academic performance and self-efficacy of students with English learning difficulties, so as to provide advice for teachers to transform students with English learning difficulties, and increase the research case of group cooperative learning in English subjects.
Based on the theory of multiple intelligence and the theory of social interdependence, this study took two parallel classes of Grade 9 of a junior high school in Panzhihua as the experimental class and the control class. The researcher selected 14 students with English learning difficulties from each class, whose English scores were below the passing line for a long time and whose scores of other subjects were far better than those of English subjects. This study carried out a 13-week educational experiment by means of educational experiment, academic achievement test , questionnaire survey and interview, aiming to explore the influence of group cooperative learning on junior high school students with English learning difficulties. Specifically, it includes two research questions: First, what is the effect of group cooperation learning on the academic performance of junior high school students with English learning difficulties? Second, what is the effect of group cooperation learning on English learning self-efficacy of junior high school students with English learning difficulties?
The results show that the students with English learning difficulties in junior high school have positive changes after group cooperative learning. First, the academic performance of the experimental class has been significantly improved. After group cooperation learning, compared with the pre-test, the post-test results of the students in experimental class have significantly improved. Compared with the control class, the post-test results of the experimental class are significantly improved, and the polarization degree of the experimental class is not as obvious as the control class. Therefore, group cooperative learning can effectively improve the English academic performance of the subjects. Second, the English learning self-efficacy of the experimental class has been significantly improved. After group cooperation learning, the overall English learning self-efficacy and its two sub-dimensions, namely, the sense of basic competence and the sense of control, of the research subjects in the experimental class are significantly improved. Therefore, group cooperative learning can effectively improve students' self-efficacy in English learning.
For the transformation of students with learning difficulties in junior high school, based on the process of the experiment and the main findings of the research, the implications of this study are as follows: first, teachers can help students with English learning difficulties make progress by establishing cooperative groups with positive interdependence; second, teachers can improve the self-efficacy of students with English learning difficulties through group cooperative learning.
谷歌
火狐
