Application Of Cooperative Learning In Junior Middle School English Teaching

International education committee points out that learning to be cooperative is oneof the four education pillars in the21st century in its report Education—Wealth Inside It.Meanwhile, cooperative learning is also an important way of learning advocated in theOutline of Education Reform for Basic Courses (try out). How to effectively organize thestudent to carry out “cooperative learning” has become one of hot issues commonlyconcerned by middle school teachers. The English Curriculum Standard puts forwardthat English teaching for junior middle school should implement the transformation from“imparting language knowledge” to “cultivating language ability”. Therefore, eachEnglish teacher is faced with how to efficiently use positive factors in a limited time andappropriately adopt teaching methods for developing the ability of language learners toimprove the English teaching efficiency.In the1970s, cooperative learning originated in the United States and in the late80sit was introduced into our country. This teaching method has been successively tried outin Shandong, Zhejiang, and Beijing, which gets great achievement. In recent years,China’s education workers combine the theory of cooperative learning with practice,receiving a positive effect. At the same time, cooperative learning has also beenintroduced to the junior middle school English teaching, which changes the traditionalEnglish teaching mode and injects the new vitality for the English class.The present thesis analyzes the present theoretical and practical research achievementand condition on cooperative learning both in China and abroad. On the basis of theanalysis, the present thesis briefly elaborates cooperative learning from its definitions,theoretical basis, basic elements and methods. Next, the characteristics of junior middle school English teaching is analyzed and the basic skills of English, listening, speaking,reading and writing are applied to junior middle school English teaching. The presentauthor selects two classes of Fuli Middle school, Xi’an city as research objects andconducts the teaching experiment for six months. By analyzing the results of two testsand a questionnaire survey, it can be concluded that cooperative learning can improveEnglish of middle school students. At the same time, cooperative learning can arouse theinterest of students in English learning. Cooperative ability and communicative ability ofstudents are improved under the teaching environment of the cooperative learning.Finally, the present author points out some limitations of the study and provides somesuggestions for further study.