语言输入是语言学习者习得语言的重要环节，而阅读则是语言输入的重要前提。研究者在平日的阅读教学实践中发现词汇量小、缺少阅读方法和策略、缺乏阅读兴趣、学习习惯差等多方面的因素导致学生阅读能力低下，没有达到《义务教育英语课程标准》中现阶段应达到的目标。为了改变这种教学现状，研究者需要找到一种更为有效的阅读教学模式。“阅读圈”模式已经被普遍认为是一种有效的阅读教学模式，但由于它更适用于文学作品，特别是小说，因此，研究者在借鉴该模式的基础上，针对学生英语阅读学习中存在的问题，开展将分工预习合作探究式合作学习模式应用于初中英语阅读教学，以提升初中生英语阅读能力的行动研究。

研究者以任教班的48名学生为研究对象，累计开展约四个月的行动研究，采用分工预习合作探究的小组合作学习方式，以人教版课本中的文章为阅读材料，每周上一次阅读课，每次60分钟，学生每次在课前根据任务分工进行阅读课的准备工作并在课上进行讨论。研究者在行动研究开始前对学生进行阅读能力前测、阅读态度前测，并随机选取一部分学生进行访谈，行动研究结束后再对学生进行阅读能力后测和阅读态度后测。在此过程中，研究者在每一阶段的行动研究结束时都对学生进行阶段性访谈，以定性分析和定量分析相结合的方式分析收集到的数据。整个行动研究分为四个阶段，每一个月为一个阶段，在每一阶段的过程中，研究者通过课堂观察和课后反思，发现在此过程中产生的问题并及时进行调整。通过数据收集和分析，旨在回答两个研究问题： = 1 \* GB2 ⑴分工预习合作探究式合作学习对初中生的英语阅读态度有何影响？ = 2 \* GB2 ⑵分工预习合作探究式合作学习对初中生的英语阅读能力有何影响？

从每一阶段的数据分析来看，分工预习合作探究式合作学习帮助学生解决了一部分词汇量小的问题，获得了必要的阅读技巧和策略，提升了阅读兴趣，养成了较好的阅读习惯。研究者对阅读成绩前测与后测进行对比分析后也发现，分工预习合作探究式合作学习有助于提高学生的阅读成绩。研究结果表明，分工预习合作探究式合作学习能够改善初中生的英语阅读态度，提高英语阅读兴趣，增强英语阅读信心。而且，分工预习合作探究式合作学习对初中生的英语阅读能力具有积极的影响，如：词汇量增多，阅读速度加快，能够使用不同的阅读技巧和策略促进理解。

研究者基于上述的研究发现，获得并提出相关的教学启示，同时也指出研究中存在的问题，并对今后的研究提出建议。

    Reading is not only an important part of English learning but also a key to language input. In teaching practice, however, the researcher finds that the students’ reading ability is poor due to the lack of vocabulary, reading skills and strategies, interest in reading and good learning habits, failing to reach the target set in English Curricular Standards of Compulsory Education. To change the situation, the researcher needs to find a more effective teaching method of reading. Reading circles mode is widely considered as an effective English reading teaching method, but it fits literature better, especially novels. Therefore, the research applies reading circles mode to cooperative learning of division in preview and cooperation in exploration in order to solve the students’ English reading problems and enhance their English reading ability.

    The study involved 48 students from one class of a junior high school where the researcher worked. A total of one semester of about 15 weeks of the action research was conducted. In the way of cooperative learning, the reading materials were the texts from the students’ textbooks and the students took a 60-minute reading class once a week. Before the reading class, the students divided up the preparation works to preview individually and then had a discussion in class. The data collection mainly included pre and post reading ability test, questionnaires of interest in reading and interview. The data analysis combined qualitative analysis with quantitative analysis. The research was divided into four stages and each stage lasted for one month, where the researcher found the problems and tried to solve them according to classroom observation and reflection after class. By collecting and analyzing the data, the researcher aimed to answer the two research questions. The first was how cooperative learning of division in preview and cooperation in exploration influenced the students’ attitudes towards English reading and the second was how cooperative learning of division in preview and cooperation in exploration influenced the students’ English reading ability.

    According to the data analysis of each stage, cooperative learning of division in preview and cooperation in exploration helps the students solve their problems of poor vocabulary, acquire key reading skills and strategies, increase their interest in English reading, and cultivate good reading habits. Also, comparing the students’ pre reading scores with the post, the researcher finds that cooperative learning of division in preview and cooperation in exploration influences the students’ reading scores positively. That is to say, cooperative learning of division in preview and cooperation in exploration is able to change the students’ attitudes towards English reading in a positive way, such as increasing their interest and confidence. What is more, cooperative learning of division in preview and cooperation in exploration is able to improve junior high school students’ reading ability, such as increase in vocabulary, faster reading speed and different reading skills and strategies.

    Based on the findings above, the researcher offered some related implications for language teaching and limitations in the research, as well as some suggestions to further study.