Theoretical Research And Practical Exploration On The Application In Cooperative Learning In The Senior Middle School Chinese Teaching Of Writing Competence

In the Chinese teaching process in the senior high middle school period, the teaching of Chinese writing is a difficult task for both teachers and students. Students are usually not very interested in such writing classes, while it is also hard and time-consuming for Chinese teachers to evaluate students' writing competence. As a result, students' writing competence can not be highly developed and improved. The intention of this paper is to explore the application of the group-cooperation teaching strategy in the senior high middle school writing teaching process. This research is under the framework of The Standards of Senior High School Chinese Teaching Syllabus. It carries the great influence and further meaning on the improvement of students' writing competence.Cooperative learning is not only a teaching strategy but also a learning method advocated actively under the instruction of The New Standards of the Courses. It is superior. However, in a traditional way of thinking, writing is considered to be a personal activity. Once discussed with others, it would be regarded as a kind of plagiarism of others' fruits. With the help of successful experience from all different countries, it is said that cooperative discussion and writing do not mean plagiarism. On the contrary, it can help students broaden their horizon and improve their writing competence. Moreover, it is beneficial to students who are lacking in confidence in Chinese writing. Cooperative learning is highly called on in the reform of the senior high school writing teaching courses in order to change the teaching concept of teachers, change teachers' roles and make sure students' roles as the centre objects in writing classes. Therefore, the concept of the "students-orientated" is reflected in the teaching process. As far as the research is concerned, many practical experience has been involved in the writing teaching process. Not only is group-cooperation highly recommend applying in the teaching process, but also grouping students in different qualities on writing competence is used in a flexible way. After two-year application, it is clear that cooperative learning in Chinese writing teaching courses is able to stimulate the improvement of students' humanistic qualities. It is more efficient to solve some problems occurred in the current Chinese writing teaching process.