An Experimental Study Of Co-operative Learning On English Teaching In Middle School

National Standards of English Course (Experimental Edition)explicitly indicates: the focus of reform of English course is to change the situation of putting more emphasis on grammar and lexical explanations, and of the tendency of overlooking learners' language performance on actual occasions. The reform advocates experience, practice, participation, collaborative and communicative learning style and task-oriented approach based on learners' interests, life experience and cognitive level, aiming at developing learners' comprehensive abilities. Collaborative learning as a breakthrough and complement against traditional classroom instruction is widely applied in the instructional design of English courses for middle school. Thus the implementation of Cooperative Learning of English teaching in middle school is the concrete incarnation of the full-scale development in the over-all education, the principle of principal part, the law of development, and cooperation.This thesis is guided by the teaching thoughts above, it intends to explore the collaborative English instructional design in primary school drew from traits of children psychological development, and the basic principles and demands of English teaching;The paper tries to combine theory with practice, and not only delves into the concept of collaborative learning and its application on English instructional design for primary school, but also makes predictable, applicable systematic design and arrangement on the structure and instructional stages of collaborative classroom English instruction in middle school.This dissertation consists of five chapters:Chapter One briefly expounds the background and the concept of CL, its necessity of implementing CL in teaching.Chapter Two discusses the main theory basis , its relevant language theories and the basic essential factors of CL.Chapter Three completely narrates the process of carrying out Cooperative Learning in a English teaching in middle school by way of illustration. It formulates the detailed program of carrying out Cooperative Learning with the survey of student1 mentality in learning, and this plan, contains the plans of teaching, the preparation of materials, the choice of space, the arrangement of experiments and so on.Chapter Four discusses the change between teachers and students or the relationship among students, and some possible problems may occur in the course of implementing CL in language learning.Chapter Five serves as a conclusion. We summarize the theoretical significance of cooperative learning (CL). And we also point out some limitations in implementing CL in GET. Nevertheless, the study of CL is promising and we hope there will be more and more touchers and scholars to make theoretical researches in a deep-going way and explore its applications, especially its applications to the improvement of middle school English teaching.