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

Cooperative learning is a kind of class teaching method which is widely usedthroughout the world, it has got swift and critical development since70’s, and broughtabout the different genres and the corresponding teaching methods: group activities istaken as the main form of teaching, students learn from each other and competitionhappens between each other, which greatly satisfy the individual potential’s demand ofstudents, and the student-centered classroom atmosphere is created.English writing can reflect an English learners’ comprehensive quality and the abilityof language application, writing is a kind of thinking activity, is one of the ways in whichstudents express ideas. The training of writing ability is an effective way to developstudents’ thinking and expression ability and also is one of the measure of teachingeffectiveness, so the English writing teaching should exist in every period of Englishstudy stage. The high school English writing has always been the weak link of Englishteaching. The traditional English writing teaching of high school has some shortages,leading to the outcomes of students’ English writing ability not so good, making studentsfear to write; on the other hand, teachers spend a lot of time and energy on Englishwriting textbook, but have pitifully few harvest. Therefore, it’s urgent to reform thetraditional writing teaching, in order to improve high school students’ English writingability and the level of high school writing teaching. This paper tries to find a new startingpoint for high school English writing teaching. On the basis of the theory of cooperativelearning, cooperated with the theory of second language study, the new course theory andother related theory, combined with the characteristics of middle school English teaching,this paper expounds the implement strategy and practice of cooperative learning for themiddle school English writing class. The full text is divided into five parts.In first part, the research background is introduced. English writing in middle schoolEnglish teaching has always been the weak link of English teaching in our country,English writing ability has always been our student’s weakness. This section analyzes thecauses of these problems from two aspects: the students and teachers, and confirm the target of study at the same time.The second part is the literature review that presents the previous researches on thecurrent status of the writing teaching in high school, review on cooperative learning andthe necessity of applying cooperative learning to the writing teaching in high school.The third part is about the concept of cooperative learning. From the presentsituation of students’ writing and teachers’ teaching, and the author introduces the methodof cooperative learning teaching. The review of the literature on the historicaldevelopment of cooperative learning, theoretical basis, and connotation on the basis ofpast literature are discussed. Cooperative learning has experienced a series of evolutioncoupled with the development of history, and has being gradually perfect. Moreimportantly, Learning form of cooperative learning has adapted to the demand in the newturn of elementary education curriculum reforms, it is far-reaching significant in bothpractical and teaching to put forward the cooperative learning.The fourth&fifith part is the experimental research in senior high school Englishwriting teaching. To test the effects of cooperative learning in middle school Englishclassroom teaching, the author chooses a experiment class from the internship school, andthe cooperative learning is introduced to this class in writing teaching. It turned out that inthe high school English writing teaching, the cooperative learning is feasible, and what’smore the effect is remarkable.The sixth part is the existing problem and the corresponding solution strategy ofCooperative learning in middle school English teaching.