The Practice And Research Of The Group Cooperative Learning Method In Junior English Teaching

The cooperative learning method is highly favored by the education of many countries in recent years, it is also emphasized in the national new curriculum reform that we should value and develop the cooperative learning. Using cooperative learning in English teaching, in fact, it creates an oral English environment for students. In this environment, the initiative of students can be played fully, and it also can encourage students to think and solve problems, so that we can achieve the goal of English communication in English learning. Through the oral practice of group cooperation, not only can better solve the "dumb English" in English teaching, but also foster the students’ interest in English learning, and then to improve the teaching efficiency.In this paper, the writer carries out cooperative learning in English teaching in Class Eight Grade Nine, and makes Class Seven as the contrast class, in view of the junior middle school English teaching materials which is based on different topics, using literature research, interview method, observation method, questionnaire survey method and comparative analysis of the results. Through specific data analysis, the writer obtains the reasons of carrying out cooperative learning in English class are as follows:the group division is scientific, the teacher’s control to the cooperative learning is appropriate, the task set is reasonable and the evaluation methods are comprehensive. In the future teaching, pay attention to deal with the above problems, cooperative learning can better service for English teaching and learning.This article falls into five chapters. Chapter One is an introduction. It talks about the background, the main content, the current status of the research, the methods of the research and the structure of this article. Chapter Two is about that it’s necessary to carry out the group cooperative learning in school L, also it talks about the drawbacks of the traditional teaching methods and the necessity to develop students’cooperation awareness and cooperation ability. Chapter Three is the specific practice and research, mainly about the author’s practice and research during her teaching process. Chapter Four is the analysis on reasons that affect the group cooperative learning in class. Chapter Five is the conclusion. It is based on practice and research, Summarized the effectiveness of the group cooperation in junior middle school English teaching, put forward the concrete strategies of the group cooperation learning in junior middle school English teaching. The last part talks about author’s feelings toward the group cooperative learning in her teaching process and the directions she will work toward.