| Acknowledgements | 第1-4页 |
| Abbreviations | 第4-5页 |
| Abstract in Chinese | 第5-7页 |
| Abstract in English | 第7-11页 |
| Ⅰ. Introduction | 第11-16页 |
| ·The present English teaching and learning situation in common senior high schools | 第11页 |
| ·The functions of students’affective factors in quality education | 第11-13页 |
| ·The functions of affective factors in English teaching and learning in senior high schools | 第13-14页 |
| ·The requirements on cooperative learning and affect in the English Curriculum Standards | 第14-15页 |
| ·Organization of the thesis | 第15-16页 |
| Ⅱ. Literature Review | 第16-25页 |
| ·Studies of cooperative learning | 第16-19页 |
| ·Definitions and origin of cooperative learning | 第16-17页 |
| ·Theoretical bases of cooperative learning | 第17-19页 |
| ·The six elements, models and principles of cooperative learning | 第19页 |
| ·Functions of cooperative learning | 第19页 |
| ·Studies of affect | 第19-22页 |
| ·Definitions of affect | 第19-20页 |
| ·Classification of affect | 第20-22页 |
| ·Studies of LASs at home and abroad | 第22-24页 |
| ·Definitions of low achievement students | 第22-23页 |
| ·Causes for low achievement students | 第23页 |
| ·Causes for English low achievement students | 第23-24页 |
| ·Summary | 第24-25页 |
| Ⅲ.Research Methodology | 第25-36页 |
| ·Research objectives and problems | 第25页 |
| ·Methodology | 第25-27页 |
| ·Participants | 第25-26页 |
| ·Instruments | 第26页 |
| ·Phases | 第26-27页 |
| ·Procedures | 第27-32页 |
| ·Forming teams | 第27-28页 |
| ·Building expectations | 第28-30页 |
| ·Preparatory instructions on effective team practices | 第30-31页 |
| ·Arousing students’interest in team work | 第31页 |
| ·Designing team activities | 第31-32页 |
| ·Examples of application of cooperative learning in reading | 第32-36页 |
| ·The modes adopted in cooperative learning in reading | 第33-35页 |
| ·Monitor the teams in class | 第35-36页 |
| Ⅳ. Statistical Analysis and Discussion | 第36-44页 |
| ·Analysis of the data from the examination and the questionnaire before STAD | 第36-38页 |
| ·Analysis of the data from the examination and the questionnaire after STAD | 第38-41页 |
| ·Discussion | 第41-44页 |
| Ⅴ. Conclusions, Limitations and Recommendations | 第44-48页 |
| ·Conclusions | 第44-45页 |
| ·Limitations | 第45页 |
| ·Recommendations | 第45-48页 |
| ·Instructors should treat all learners equally | 第45-46页 |
| ·Build up the students' self-confidence in language learning | 第46页 |
| ·Promote learner autonomy | 第46页 |
| ·Create a pleasant, relaxed atmosphere in language class | 第46页 |
| ·Make language classes interesting | 第46-47页 |
| ·Present the tasks properly | 第47-48页 |
| Bibliography | 第48-51页 |
| Appendices | 第51-64页 |
| Appendix 1 | 第51-53页 |
| Appendix 2 | 第53-54页 |
| Appendix 3 | 第54-58页 |
| Appendix 4 | 第58-60页 |
| Appendix 5 | 第60-64页 |
| 在读教育硕士期间(2005 年至 2008 年)本人公开发表的文章主要有如下 | 第64-65页 |
