The Experimental Research Of Cooperative Learning Of English Writing In Senior High Schools

English writing in senior high school is one of the most important aspects of English testand plays an important role in testing results. In a sense, it decides everything. Meanwhile,English writing is an essential tool and means of communication. Nevertheless, the teachingcondition of high school English is not satisfied, teachers often adopt the traditional way ofteaching to show their teaching talents. Their teaching is aimed at not every one of thestudents but the whole class and they just give the students the same assignment andrequirements. It is difficult for them to correct the students’ writing and give them separateinstruction. Therefore, the students can’t correct their writing accordingly and lose theirinterest in writing. Their passion for writing subsides and their writing potential does notcome out. This makes the writing lesson just like routine. In class, teachers feel frustrated andstudents bored. There is no way to reflect the leading position of teachers and the dominantposition of students and the class is inefficient.In the1990s, Group Cooperative Learning is introduced to our country andimmediately attracts interest and attention of many experts in education, schools and teachers.They started to reflect on the present forms of teaching. In the meantime, many colleaguesacted positively, performed a large number of useful exploration and practice and hadachieved good results.Under such circumstances, English writing teaching requires to introduce a new learningmode-cooperative learning, facing all students and promoting the whole development ofstudents’ language activities. According to the current state of Senior English writing teaching,this thesis seeks to carry out cooperative learning in English teaching. It can make up for theshortcomings of English classroom teaching, strengthen the teacher-student andstudent-student communication in English teaching process, promote the variety of Englishteaching, exert affective functions of English classroom teaching and accelerate the studentsgood and poor at English to make progress altogether. At the same time, carrying outcooperative learning in English can help transfer the examination-oriented education intoquality-oriented education, change traditional teacher-student relationship into a new mode, cultivate students’ cooperative awareness, competitive awareness, collective spirit andstudents’ abilities to make innovations and obtain information through various channels.Therefore,I carry out a further cooperative research about cooperative learning inEnglish writing teaching, which is important to rectify cognition, deepen education reformand promote quality-oriented education completely.This thesis deals with some theories aboutcooperative learning and how to apply it to English writing teaching. A contrastive researchabout English writing teaching is done between two classes of Senior Grade Two. The periodof the research is40weeks, aiming at providing reference to English teaching in middleschools to carry out cooperative learning.It tests the verification of cooperative learning toimprove the effectiveness of students’ writing skills in English by experiments. The results ofpre-test and post-test of the control and experimental classes show that the students in theexperimental class get higher marks than those of the control class.The problems of teaching English writing exposed through questionnaires are as follows:emphasizing only the results of writing rather than the writing process and the readers. It alsopoints out the purpose and significance of this study. Chapter five is mainly about researchresults and teaching inspiration. The results show that in the teaching of English writing,cooperative learning for students creates a harmonious, united classroom atmosphere, whichcan stimulate the interest of students and fully mobilize the enthusiasm of the students. Sostudents can share the experience together to improve writing performance. At the same time,we should pay attention to the roles of teachers, the communication and feedback amonggroup mates. This chapter also addresses the limitations of the study and recommendationsfor further researches.