An Action Research Of Application On Cooperative Learning Of English Writing Teaching In Junior High School

English writing is important in learning English, it is playing a more and more important role in international communication and cooperation. Nowadays, many serious problems exist in the current teaching of English writing. Based on this, the author applies"Cooperative Learning"to the teaching of English writing in Junior High School. Cooperative learning started in the United States in the 1970s and made practical improvement from the mid of 1970s to the mid of 1980s. It is called"the most needed and successful teaching revolution in the latest 10 years". It requires that teaching must be student--centered and group activities should be the basic teaching form, which enables students to develop their initiative and motivation. The teacher plays a combined role of organizer, helper, supervisor and facilitator. At present, Cooperative learning as a new teaching theory and strategy is widely applied by many countries around the word. Based on the belief that cooperative learning is carried out in English writing classroom, this study was further confirmed that cooperative learning is more effective in teaching English writing in junior high school.The thesis is composed of five parts: The first part introduces the importance of English writing, analyzes the present situation of the teaching of English writing,finally shows the main problems of this research. The second part is literature review, the definition of cooperative learning, the elements and the basic theory of cooperative learning, the present situation of cooperative learning research in China and abroad, and the enlightenment of cooperative learning to English writing teaching. It also introduces the teaching methods of English writing, including the process approach of English writing teaching. The third part is about the application of cooperative learning to the teaching of English writing in junior high school, including questionnaire, investigation, action scheme and teaching process. The fourth part is about data of the questionnaires that is collected and analyzed, pre-test and post-test are carried out in the class. I proposed the feasibility and the necessity of carrying on cooperative learning in the teaching of English writing in junior high school. The fifth part deals with the research of reconsidering carrying on the cooperative learning practice in English writing teaching, talks about the problems and the measure of cooperative learning. Next it is a conclusion. The conclusion is clear that cooperative learning in English writing teaching is more effective than traditional teaching approach.