On The Application Of Group Cooperation Learning In Junior Middle School Classroom English Teaching

Reflecting on English teaching, we realize that traditional teaching pattern can’t meet thedemands of the modern times in many ways, especially it can’t serve well the classroomEnglish teaching in middle schools, whose students are experiencing a most dramatic changeboth physically and psychologically. Therefore, an innovation of the English teaching pattern isin urgent need. Luckily, group cooperation learning applied in classroom teaching, based onsocial interdependence theory, motivational theory, social cohesiveness, developmental theory,is not just complying with the trend of modern times, but meeting the physical andpsychological demands of the students in junior middle schools. As a result, my school, WuxiNanchang Experimental Middle School, is striving to put this new pattern into practice.This thesis mainly uses two questionnaires, comparative experiemental and interviewingmethods to study such questions as follows: First, can the traditional teaching pattern still meetthe classroom English teaching in middle schools nowadays? Second, can the application ofgroup cooperation learning boost teaching effects? And if so, to what extent? Third, is itadvantageous to apply group cooperation learning to the classroom teaching in junior middleschools? And what specific advantages can it bring?Through the research, I’ve successfully drawn three conclusions. Firstly, traditionalteaching pattern can’t meet the demands of the classroom teaching in junior middle schools. Ithas prevented students showing continuous interest in English. It has caused students’inadequate consciousness to ask for help. It has left quiet a few students unconcerned in class.Secondly, it can obviously boost the effect of English classroom teaching. Thirdly, itsapplication does bring some advantages. For example, it can create a harmonious learningenvironment, develop students’ abilities in both self-study and cooperative study, enhancestudents’ interest and confidence in English learning, and enable students to play a key role inclassroom activities. Of course, dividing the groups reasonably and changing the roles ofteachers properly will make the teaching effect even better.