An Application Study Of Cooperative Learning In Senior English Teaching

New curriculum advocates the task-based teaching mode. With teaching, students can achieve the goal, feel success so that they promote language capabilities through awareness, experience and practice, participation and cooperation. The cooperative learning provides each student a lot of chance to speak and allows a group of peers to conduct face-to-face exchange of ideas. Thereby the teaching model enhances the students to achieve accomplishment and self-confidence and greatly mobilizes the enthusiasm of learning English. Thus,guided by the thought or the theory mentioned above,a lot of teachers tried applying the theory of cooperative learning to classroom teaching,for example,organizing small group activities in the spirit of theory. Doubtlessly,they have made some achievements and accumulated some successful experience. Yet, in doing some activities of cooperative learning,more often than not,more formality than effect; the students'participation is unbalanced; Chinese is used more than English. It looks as if most of the research results were mainly based on theories instead of practices. Besides,there have been fewer researches on cooperative learning done in private schools.The most of the students in private school have superior living conditions and their parents spoil them. In the process of growth, they are lack of cooperation with the same age. In the primary and senior school, teachers put too much emphasis on competition and ignore the cooperation. So students develop a distorted sense of competition, lack of the basic skills of contacting with others. We find this situation is out of step of the need of the information age. In the private high school, we have an application study of cooperative learning in senior English teaching, in order to create the opportunities of cooperation for students. At the same time, the students in the private school often haven′t strong interest in learning. In class teaching, we try a variety of forms of cooperation, such as team discussions, the group performed the scene, in order to inspire student interest in learning and improve their oral skills and ability to sum up.This paper is based on our cooperative learning study. We conducted in the two classes in her own private high schools with "cooperative learning" theory as a guide. The first part of the paper is introduction. Firstly the paper discusses the research background, including the main problems in high school English teaching. This is followed by introducing the purpose of the study and significance.The second part is the concept of cooperative learning, cooperative learning strategies and the theoretical basis. We give some different definition of cooperative learning which the scholars at home and abroad have in this part. And we also describe the theoretical basis for cooperative learning, the core elements of cooperative learning and the basic strategy.The third part of paper is the experimental study of cooperative learning in the classroom teaching of high school English. In this part, we discussed the application process of STAD in the private high school, including the design process of teaching based on the characteristics of students in the private school, and the instances of teaching. The fourth part is the analysis and evaluation of the experimental results. We carry out the analysis on the experimental data, and obtain the conclusion. Moreover we sum up the question which we should pay attention to when using cooperative learning in senior English teaching.The experiment shows that teaching English in this way can raise students academic performance, increase the students'studying interests and ability and increase their cooperating spirit.