A Study On The Effectiveness Of Cooperative Learning To The Teaching Of English Writing In Junior High Schools

America had seen the appearance of cooperative learning featuring students-centered in the early 1970 s, which encouraged mutual exchanges and mutual interactions among students to develop an all-around, multilevel exchange model from various perspectives. With the development of education, cooperative learning also emerged in China in the 1990 s. Cooperative learning, a new type of teaching model and teaching idea with effective results, attracts more and more attentions of all the countries across the world. Based on China’s national conditions, the development of students’ English writing ability can be secured through a lot of practice of English writing, that is, to cooperate with others in the writing. However, there are few studies concerning cooperative learning in English wring in junior high school. With the introduction of English writing teaching class, the thesis elaborates the guiding impact of theories on the application of cooperative learning in English writing class in junior high school.With the guidance of cooperative learning theory and English writing theory, the author conducts a contrast experiment about cooperative learning lasting five months in Class 15 and Class 16 in the Affiliated High School of Henan Normal University. In the preparation stage, the author realizes students’ attitudes towards English writing class and their understanding of cooperative learning through issuing some questionnaires to them. In the testing stage, the experimental results are analyzed through pre-test and post-test and the influences of cooperative learning on English writing are summarized. At the same time, students’ English writing competence has been tracked and recorded according to their scores in mid-test and final examination in the process. With the comparison and analysis of students’ performance in two classes, which are recorded by the author in the process of test through the method of classroom observation, some experimental conclusions are drawn as follows:First, most students find English writing difficult and will be tired of or get scared of English writing on account of their few vocabularies, the poor ability to organize languages as well as the lost interest in English. Second, cooperative learning can not only stimulate students’ interest in learning English, but also benefits for developing their communicative ability. The cooperative model developed in writing class will both increase mutual exchanges and interactions among students as well as between students and teachers to promote the diversification of English writing teaching and raise students’ writing ability effectively. Third, to promote effectively the implementation of cooperative learning model, teachers can foster a good environment for cooperative learning within which groups assignments can be made on a reasonable basis. In addition, no matter the goal-directed development and raise of students’ cooperative awareness and cooperative skills or the guidance to make students reflect on valuable problems and discuss them effectively, which can all do help to the implementation of cooperative learning in English writing class.