Application Of Group Cooperative Learning Method In Junior English Teaching

During recent years, the educators combined theory with practice in modern education. They have gained some fundamental effect by using cooperative learning. Cooperative learning plays a key role in training the initiation, independence, and creativity of the students. Compared with the traditional class system, cooperative learning has an outstanding advantage in promoting the communications among the students, developing their social emotions and improving teaching quality in a broad sense. At the same time, cooperative learning is an effective language learning strategy, which has been widely applied to the English teaching and learning successfully, especially in middle schools. Cooperative learning has been introduced into English language teaching in classrooms for many years. It has changed the traditional English teaching methodology and invigorated new vitality to Language teaching and learning in classroom.In this thesis, the present English class teaching has been analysed, then the conceptions and significance of cooperative learning, the theory of constructivism and the device of group learning have also been discussed. A further study is going on practice. With a certain class of a Junior Middle School as an experimental class, the students in English teaching class are grouped following the principle that in one group the students are at different levels while the different groups are at the same level. During the cooperative learning of the groups, the learning factors of constructivism and constructive-cooperative teaching method are applied. The students make a full use of initiation in class express themselves freely and construct knowledge. During the process of teaching a series of methods have been used. Every process includes the cooperative learning. When finishing the task. The group members will comment in different ways. Teacher just serves as a helper and facilitator in language learning.After half a year's experiment and research, it is proved that the experimental class conducted by the teaching method of constructivist-cooperative learning improved more greatly in study than traditional teaching class. Compared with previous marks, it is much better now. From this we can say it is feasible and effective to use this teaching strategy of constructivist-cooperative learning in teaching. But in consideration of the limitations and insufficiency in practising the theory, the research needs development and improvement.