The Application Of Cooperative Learning Model To English Reading-writing Teaching In Qitaihe Ninth Middle School

With the development of China, the frequent international communication and the atmosphere of English learning, English learning in Junior school is becoming a concerned issue as the basis of the whole English learning. Especially since the implementation of the new curriculum standards, a new round of reform in the country is carried out. New Curriculum urged students to change the passive acceptance of learning, to promote independence, cooperation and explore. This group cooperative learning teaching model is gradually introduced into daily teaching in the recent years,and the stars emerged in reform school practice. Our research experts and scholars have studied more in-depth about cooperation, more and more teachers try to combine the cooperative learning discipline characteristics of the method to their teaching, we have achieved greatly.In this paper, it mainly uses literature review, questionnaires and interviews about the cooperative learning theory and its application in integrated teaching in junior English reading and writing expanded discussion paper is divided into five chapters:Chapter One is the introduction: the account of this article research background, the importance and significance of the research, current research related to home and abroad, the main problems of this study, while the main content and research methods were simple described. The second chapter is cooperative learning theory summary: The main contents include the connotation of cooperative learning model, the theoretical basis of cooperative learning, the basic elements and main characteristics of this part is the theoretical basis of this paper. The third chapter is cooperative learning model application in Qitaihe Ninth Middle School English reading and writing integrated teaching. The author describes the experimental process of cooperative learning to reading and writing in English teaching application integration, and the use of questionnaires, etc. The experimental data were collected and summarized. The fourth chapter is the integration of cooperative learning to reading and writing English teaching problems and causes.existed in Qitaihe Ninth Middle School. This chapter is mainly carried out on the results collected to analyze and summarize, and finallysummed up the problems related to cooperative learning in Qitaihe Ninth Middle School English reading and writing applications, noted in the learning mode monotonous cooperative learning, group members having the opportunity to participate uneven teacher inaccurate positioning itself and other issues, and pointed out the main causes for the students in the cooperative learning, the use of inappropriate methods and so on. The fifth chapter is based on the analysis in the fourth chapter. The author gives the combined teaching experience of cooperative learning model to improve application quality Countermeasures in Qitaihe Ninth Middle School English teaching literacy integration. The last part is final conclusions and outlook as well as the summary and conclusion of the thesis paper.