A Study On The Cooperative Learning Of Junior Middle School English Classroom Group

As a learning style vigorously advocated by Chinese basic education reform, cooperative learning has been widely applied. It changed the traditional model of teaching that regards teacher as the leading part of the class and turned to students taking the leading part. It fully reflects the new concept of course ‘return class to students’. Cooperative learning has the ability of intensifying subjective consciousness of students, stimulating innovation ability inside the students and cultivating students’ confidence and cooperative consciousness. It can also let the students integrate the class and communicate with others actively in order to form the equality between teachers and students.This thesis takes the students in a middle school in Dalian as the survey object. I adopt Data Analysis Method, Classroom Observation Method and Questionnaire Method. Through investigating cooperative learning, summarizing the results of the research and analyzing the reasons for these problems, I find out some obvious effects. First, the English grades have been improved through cooperative learning, polarization phenomenon has been alleviated. Students have made great progress in average marks, pass rates and excellent rates. Second, cooperative learning may avail to improve students’ learning motivation. Third, cooperative learning can strengthen students’ learning confidence, especially for those who have poor learning abilities. It may help them generate interests in learning English so that they can improve their grades. Last but not the least, cooperative learning can also train students’ cooperative consciousness; make their study go into virtuous circle; promote the full development both in intelligence factors and non-intelligence factors. Although it has achieved some results, I find that there still exist lots of problems during the cooperative learning. For example, not all group members participate in the cooperative learning; the time allotment isn’t reasonable; group members do not pay attention to other groups’ speaking but their own members’ and so on. All these problems have affected the results of cooperative learning. Therefore, teachers should make good preparations before class, and control the class during cooperative learning, then rethink the effectiveness after class. As they do so, they may avoid many problems in English class and make the cooperative learning more effective.