A Research On The Effect Of Group Cooperative Learning In Senior High School English Teaching

English Curriculum Standards for General Senior High School(2017)requires that the meaning-oriented and discourse-based English teaching should integrate language knowledge,cultural knowledge,language skills and learning strategies at the discourse level to guide students to develop autonomous and cooperative learning methods and consequently improve their learning efficiency and English ability.In order to achieve this goal,group cooperative learning should be encouraged to carry out the diverse teaching methods based on students’ needs and individual differences so as to improve the students’ performance and competence.At present,the school where the author teaches still adopts the traditional teaching method in English class which is dominated by the teachers.In order to adapt to the needs of education reform in our country,the author tries to change the students’ passive absorption traditional teaching mode that centers on teachers.Therefore,this study,guided by the relevant theories of cooperative learning,investigates the effect of group cooperative learning in senior high school English teaching,explores its influence on senior high school students’ English learning achievement and the reasons behind the changes of the students’ English achievement,and provides some suggestions and methods for future senior high school English teaching.The research has both practice and theoretical meanings.Therefore,two research questions are presented:(1)What changes will happen to students’ English achievement in senior high school English teaching adopting group cooperative learning?(2)What are the reasons behind the changes of the students’ English achievement brought by the group cooperative learning in senior high school English teaching?In this study,100 students from Class 37 and Class 38 in Juye No.1 Middle School were chosen as the research subjects.Class 37 was the control class,and the traditional teaching method was applied.Class 38 was the experimental class,and the group cooperative learning method was adopted.The two classes were taught by the author.The author carried out a two-month experiment by means of tests,questionnaires and interviewing.Before the experiment,the author conducted the first questionnaire survey and test to understand the students’ awareness of group cooperative learning,the current situation of students’ English learning,and whether there were significant differences in students’ achievement between the two classes.In the experiment,the author carried out group cooperative learning in the experimental class,and the traditional way of teaching was adopted in the control class.After the experiment,the author conducted the second questionnaire survey and test to obtain the effect of the application of group cooperative learning to English teaching,and the changes of students’ English achievement after the experiment.Interviewing is to confirm the teacher’s familiarity with group cooperative learning,and the effectiveness of group cooperative learning in English teaching.After analyzing the data collected,the following is concluded: students’ English achievement in the experimental class is significantly improved in which group cooperative learning has been adopted.The group cooperative learning stimulates students’ interest in learning,improves students’ self-confidence in learning,enhances the interactions between students,and improves students’ listening,speaking,reading,and writing skills and ability to communicate in English.These factors greatly improve students’ English achievement.It is hoped that this study will provide reference for the group cooperative learning in senior high school English teaching,so that group cooperative learning can be better applied to English teaching widely.