The Research On The Application Of Cooperative Learning In English Classroom Teaching Of Junior Middle School

Under the background of economic globalization, with knowledge economy dominion, peace and development being the world’s hot topics,and China’s joined the world trade organization(WTO), cooperative learning, as a new learning method advocated by the New Curriculum Reform, gets many recognized advantages: passive learning is got rid of,learning initiative mobilized, the capacity of resolving problems by the students themselves strengthened. They acquire knowledge not by copying notes but through various ways, the acquired knowledge not for exam only, but for application comprehensively, thus the learning atmosphere of learning by doing and learning for pleasure is created, the good learning habits and good learning English attitude are gained,cooperative and application capacity are developed, so cooperative learning is called “the most successful education reform in recent decades.”Tibet autonomous region, located in the south-west boarder of China,as the main body of the Qinghai-Tibet plateau with the average altitude4 km, the level of basic education in this area is relatively low. Lhasa, the capital of Tibet, is the center of Tibetan politics, economy, culture and religion. In recent years, education in ethnic minority areas draws more attention. In this paper, with the literature review of cooperative learningin the junior middle schools, using the research methods of literature analysis, questionnaire and classroom observation, Lhasa No.1 middle school is chosen as the research object,its present cooperative learning situation in English classroom is surveyed, the problems and reasons are analyzed, suggestions for advancing cooperative learning in English classroom in Lhasa No.1 middle school are advised, therefore a breakthrough in researching and applying cooperative learning is presented to this school. We wish the students’ interest in English learning,autonomous learning ability, cooperation awareness, cooperation ability,English scores will be promoted comprehensively, and theoretical basis and practical guidance will be provided for the future researches.From the survey results, we found that the main problems of the application of cooperative learning in English classroom teaching of Lhasa No.1 middle school are:(1)Unreasonable grouping;(2)Cooperative learning contents and the division of the members are not clear;(3)Students’ cooperation skills are weak,participation is not balanced;(4)Single evaluation method;(5)Students’ learning effect is poor.The factors influencing students’ learning effect in English class mainly include the traditional concepts of education,family and social environment,the students themselves and teaching environment. In view of the above situations,based on classroom observation of Lhasa No.1Middle School and lots of related references, we give some suggestionsof cooperative learning in English classroom teaching,as follows:(1)Teachers need to update the education concepts,enhance the cognition of cooperative learning;(2)Students need to improve personal responsibility, develop cooperative learning skills;(3)The school should establish and perfect school-based training,school-based action research and school-based research system,strengthen the implementation of cooperative learning.