An Experimental Study Of Process Writing In Group Cooperation In Senior High Schools

English writing, which plays an important role in English test, is one of the most important items in English study in senior high schools. However, it is not so satisfying for the traditional teaching method is always the first choice of the teachers. The monotonous correction form and little humanistic care for students cause them to lose interest in English writing. Much time and energy consuming as well as the lack of interaction among students is another problem. Therefore, the students’ dominant role and the teachers’ leading role can not be fully displayed, causing inefficiency in English writing teaching in class.Originating from the 1970 s in America and making substantive progress in the1980 s, cooperative learning plays an important role in improving the students’ learning atmosphere and their grades in a large scale, which helps the students to form sound non-cognition awareness ability. It is called the most important and most successful educational reform in recent decades.This paper mainly aims at the current situation of the English writing teaching that headlines the result rather than the process of writing, which is prevalent in English writing teaching in senior high schools. Based on process teaching methodology,cooperative learning theory and constructivism, the research focusing on two common classes from grade two does a systematic analysis for drawbacks and problems in English writing teaching in senior high school with the method of pre-test, post-test,questionnaires, interview and other empirical analysis methods. By combining group cooperation learning and process teaching, this paper discussed an effective method of English writing teaching of this stage, namely group cooperative process writing teaching(GCPWT) in senior high schools.The research was conducted in two science classes: one control class and an experimental class, both of which have a pre-test and a post-test separately. The results showed that in the experimental class post-test grade is higher than that in the control class. By questionnaire, these problems were found in English writing teaching: payingattention to writing grade but ignoring the writing process. Therefore the objective and significance of the research are pointed out. Through analyzing the data from pre-test,post-test, questionnaire and interview, such conclusions are made as follows:Firstly, unlike the traditional writing teaching, which disappoints students and builds an atmosphere of fear and tiredness, GCPWT making the English writing easy and interesting is helpful to improve the English writing attitude and strategy of senior high school students. It brings what can not be thought of or written before into reality and students can enjoy the pleasure of the improvement. Gradually, more writing interests are developed and their attitudes are changed. Meanwhile, steps and activities in GCPWT can allow the students to know a lot of writing strategies.Secondly, GCPWT is helpful to improve the writing ability of senior high school students. At first, interaction in cooperative learning can provide the chance for students to think more and write in various ways. Otherwise, students’ ability can be improved in a relaxed and happy atmosphere with this method.Finally, GCPWT will provide mutual learning and promotion opportunities during interactive correction process.At last, this paper proposes research limitations and suggestions for further study in the future.