The Application Of Cooperative Learning To The Teaching Of English Writing In Senior High Schools

As successors of China in the twenty-first century, senior high school students will face various challenges, in order to serve the society better in the future, they must have the basic quality of learning and using English. English writing is one of the four skills in English language learning and plays an important role. But there are many problems in English writing teaching in senior high school in China, such as: Teaching of English writing in senior high school has not been emphasized enough, and most teaching ofEnglish writing is limited to training on the purpose of examination. Teachers don't attach more importance to cultivate students'habits and interest in English writing, as a result, students have been put in a passive state. Therefore, we urgently need to have a reflection on teaching of English writing in senior high school. Cooperative Learning is one of the most effective teaching methods. Different from the traditional teaching which ignores the advantages of peer interaction, it starts from the collective nature of the teaching process, focuses on the interaction between students and their companions. It also incorporates cooperative group structure into classroom teaching, which makes students'interaction as the basic characteristics of the classroom teaching. Through organizing students'cooperative activities, it can achieve the goal of classroom teaching and promotes the cooperative development of student's personality and sociability.This paper aims to analyze the problems in the teaching of English writing in senior high school, combines the concept of Cooperative Learning and its theories, discusses the application of Cooperative Learning in senior high school, and provides some useful information. This paper has five parts: Chapter One: Introduction, Chapter Two: Literature Review, Chapter Three: Research Design, Chapter Four: Discussion and Results, Chapter Five: Conclusion. Students involved in this experiment are from SanMenxia No.1 Senior High School, a total of 75 students, namely: there are 42 students in experimental class, while there are 33 students in the control class. After 18 weeks'experimental research, the result is: the students'writing ability in experimental class has been improved significantly. Thus, we can see that Cooperative Learning can mobilize students'enthusiasm, promote students to master writing skills, and help students develop good habits of English writing. It also develops the non-intellectual factors of students.