A Survey On The Application Of Cooperative Learning Group In Junior Middle School English Teaching

During the period of compulsory education, it is advocated in English learning that with the assistance of the teacher, students should explore the rules of language, grasp the language knowledge and ability, cultivate their scientific attitude, master the effective learning strategies and obtain the ability for autonomous and cooperative learning. The cooperative learning group has been widely used in junior middle school English learning as an important supplement to class-based teaching system and significant exploration of new curriculum reform. L middle school in Hebei province also explores cooperative group learning actively. In order to understand the present situation of the cooperative learning in junior middle school English teaching, the author chooses the junior middle school L as the object.To start with, the background and the significance of the research are introduced, and then the paper goes to research questions and present research status. Based on theory analysis, the basic elements of cooperative learning are summarized:positive interdependence, individual accountability, social and collaborative skills, promotive interaction, group processing, equal opportunity for participation and equal chances for success. Based on these factors mainly, the research is conducted by questionnaire, interview and classroom observation to explore the status of cooperative group learning in junior middle school’s English teaching. Then the author discusses the results from the positive and negative aspects, analyses the reasons and puts forwards the strategies. The research has found:in the cooperative learning, positive interdependence, individual accountability, social collaborative skills, face-to-face interaction and teachers’monitoring have been achieved in a certain degree in junior middle school L English teaching. At the same time, there are some obstacles preventing the efficiency of cooperative group learning:unequal opportunity for participation or success, the deficient group processing system, inadequate positive interdependence and unreasonable group construction. After the reason analysis, on the basis of the problems, the author puts forward several strategies to ensure the efficiency of cooperative learning. For instance, taking the individual difference and teaching content difference into consideration and integrating cooperative, individualistic and competitive learning to promote equal participation and equal chances for success. Building the atmosphere of trust and reducing anxieties and pressure to develop the interdependence between students. Creating the complete processing system to improve the effectiveness of group learning, such as the academic objective and collaborative objective achieved by divers evaluation dimensions, individual accountability increased by selecting group member randomly to mark and equal opportunity for success promoted by the use of improvement points. Then teaching case is designed. The last part is the conclusion of the paper.