An Experiment On The Application Of Cooperative Learning To English-writing Class In Senior High School

With the development of economy and the progress of the society, the English writing, as an important communicative means, it is playing a more and more important role in international communication and cooperation. And the new curriculum standards for senior high school students have also put forward new requirements. Writing as one of the five basic skills in English learning process plays an irreplaceable role in English teaching. Therefore, in English teaching, teachers should pay attention to improve students’ writing abilities. However, in the present senior high school, there are many problems in English writing teaching. Students are not interested in writing, and teachers think that writing is a waste of time and can not be satisfying. English writing has always been a student’s weakness, which is the weak link of English teaching. In recent years, a lot of advanced teaching theory was introduced to China, of which cooperative learning in the various branches teaching is considered to be effective. Cooperative learning is a kind of teaching strategy, of which group activity is the main form. Compared to the traditional teaching methods, it emphasizes the student-centered. The roles of the teacher and the students are changed dramatically. The teacher acts as a director, participant and supervisor. This research attempts to use the. theory of cooperative learning to guide senior high school English writing, do empirical study in Grade one, class17and18, hoping to improve the students’ English writing abilities and the scores of English writing. By the statistic analysis, the author made the conclusion:Cooperative writing can stimulate the students’ interest and improve the students’ writing abilities and writing scores. In addition, due to the limitations of the study, the author hopes the educators and researchers can study further on the effective approach to English writing teaching.