合作学习在英语教学中的应用，取得了显著的成绩，成为广大中小学教师在教学实践工作中广泛使用的教学方式之一，但是，随着课程改革的不断深入和合作学习方式的逐渐推广，许多教师和学者对于合作学习实施状况如何还有所疑虑，还缺乏对合作学习实施状况和成效的调查评估，对学生合作学习参与状况进行分析成为亟待解决的问题。因此本研究试图运用问卷测量对小学英语合作学习中学生参与度及其相关因素的状况进行调查和分析。研究问题包括学生在英语合作学习中的参与度与学生的学习成绩、学习动机、性格倾向、性别差异、课堂气氛知觉和同学关系知觉的关系。本研究在参考相关研究文献和测量工具的基础上，自行编制测量工具《小学英语合作学习中学生参与度的调查研究》。问卷主要从三个纬度测量学生在合作学习中的参与程度：行为参与、认知参与和情感参与。本研究通过分层取样选取被试，最后回收有效问卷272份。本研究的主要研究结果如下：目前小学英语课堂中，学生参与合作学习的总体状况较好，不论在行为参与、认知参与和情感参与方面，学生的参与程度都较高。行为参与、认知参与和情感参与各具特点，而且相互之间关系紧密。学生参与度与学生的学习成绩、学习动机、性格倾向和性别差异等内部因素有显著相关，同时与课堂气氛知觉与同学关系知觉等外部因素也有显著相关。最后，本文针对小学英语合作学习中学生参与度的现状，为提高英语合作学习的有效性提出了一些建议和进一步的研究方向。

The application of cooperative learning in English teaching has achived significant results. With the development of New Curriculum Reform, many teachers and scholars have focus on the implementation of cooperative learning. But there is still lack of the investigation appraisal of implementation and results of cooperative. The analysis of the condition of the students’ participation in cooperative learning is of great value. So this study uses the questionnaire to investigate and analysis the condition of pupil’s participation in English teaching. The study examines characteristics of the student participation and its relationships with other psychological and demographic variables. Based on related study and measuring tools, this study establishes the measuring tool--- “The investigation into pupil’s participation in English teaching” questionnaire. The questionnaire mainly sureys students’ participation in coopetative learning from three latitudes: behavior participation, cognitive participation and emotional participation. The subjects of this study were selected through stratified sampling test and recycled from 272 valid questionnaire.According to the quantitative analysis, we get the following conclusions:Generally, pupil’s participation in the English cooperative learning is all right. The degree of emotion participation is the highest; the degree of behavior participation is the lowest. Student participation is largely significantly linked to student academic achievement. Student participation is significantly related to student attribution of achievement. Student participation is positively linked to student character. There are gender differences in student participation. The more active student participation is, the better student perception of classroom psychological climate and classmates’ relationships are.Based on the results of the study, the researcher proposes a series of solutions aimed at transforming students’ participation and indicates the following action for us.