A Study On Application Of Guide-practice-presentation-test Cooperative Learning Model In Rural Junior High School

In the rural junior high school of the in Western China, English teaching has always been behindhand and the level of teaching is quite low. Though the teachers think of lots of ways to improve students’ learning, the students can only learn some of the know ledge in class and always lacked of chances to practice English, their comprehensive capabilities of English hasn’t been improved a lot at all. So, how to improve students’ English achievements and linguistic competence have become the biggest and the eagerest things for the English teaching in rural junior high schools. Actually, it’s also the request what the English New Curriculum Reform of basic education asks for.According to the Standard of Compulsory Education Curriculum Reform(2011 edition),hereinafter refers to as the Standard, encourage the teachers to guide students to learn English by expriencing, practicing, involving, exploring and cooperating etc., and then develop the valid learning strategies and independent learning capability. At the same time, employ formative assessment and summative assessment to evaluate students’ developmental level of synthetic application abilities of English; and hope to stimulate the students’ learning interests and promote the development of students’ independent learning ability and thinking ability.So cooperative learning can be a good way to teaching English according to the Standard.The research of cooperative learning rose from the later half of 20 th century and was introduced to our country at the end of last century, then some research has got quite good effects. However, in Western China, cooperative learning hasn’t been used widely and effectively. This study lasted one year and established in application of Guide-Practice-Presentation-Test Cooperative Learning Model in rural junior high school and tried to optimize classroom structure and teaching resources, set up an effective system of teaching and learning assessment, improve the students’ interest and English comprehensive capabilities. So, the study tries to answer the following three questions:1. Can Guide-Practice-Presentation-Test Cooperative Learning Model stimulate students’ learning interest?2. Can Guide-Practice-Presentation-Test Cooperative Learning Model enhance students independent learning ability?3. Can Guide-Practice-Presentation-Test Cooperative Learning Model improve students’ grades extensively?On the basis of previous studies on cooperative learning, the research designs questionnaire paper, grouping intention list, class form of evaluation and classroom observation to solve the questions above.The results after research show that compared with control class, the learning interest, grades and independent learning ability of students from experimental class have been greatly improved, and students’ learning habit and learning strategies have been improved as well.From there we see that Guide-Practice-Presentation-Test Cooperative Learning Model can be used in English daily teaching and suitable for all kinds of English teaching types, it not only can help students learn by experiencing, expriencing, practicing, involving, exploring and cooperating to develop students’ valid learning strategies and autonomous learning ability, but also can motivate students’ leaning interest and improve the development of their autonomous learning ability and thinking ability.