Research On English Classroom Teaching Management In Middle School Under The Background Of Cooperative Learning

Nowadays, more and more attention is paid to the social cooperation.Under this background, In the new round of national basic education curriculum reform, Cooperative learning as an important learning method, is widely implemented in primary and secondary schools. But it is a new teaching method. There are many problems in the implementation of cooperative learning in many schools.Taking the Yanji No.3 middle school as the research objects, this paper explores the systematic research on the basis of using various research methods such as literature method, observation method, interview method, questionnaire research. Mainly carried out the following contents:(1) Understanding of cooperative learning objectives in middle school English class, cooperative learning discipline, cooperative learning environment and cooperative learning evaluation. (2) Analysis on the influencing factors of middle school English group cooperation, includes student factor and teacher factor. (3) Discuss how to organize and carry out English group cooperative learning, enhance the quality of English classroom teaching management.In the survey, the following findings are obtained:(1) Students and teachers are not clear about the goal of English Cooperative Learning; (2) Team members are not flexible. (3) Team members don’t have a specific role. (4) When the cooperative learning, seat adjustment is not in place. (5) Cooperative learning classroom discipline is not so good. (6) Cooperative learning teaching design is not ideal. (7) Diversity and effective cooperative learning evaluation method was lacked.The conclusions are as follows:(1) Teachers must have the corresponding educational ideas with the teaching strategy, play a corresponding role, and improve student’s cooperated consciousness.(2) According to the results, sex, ability, cognitive style, learning style, and other characteristics, teacher should set up English cooperation group, form " Group homogeneity, within group heterogeneity". After a period of time, the group should be reorganized. End the group activities at the right time. (3) Teachers should consider the nature of cooperative tasks, distribute team role reasonably. After knowing the role entirely, change the role. (4) When we cooperative learning, readjust the space. (5) Teachers and students make cooperative learning rules or conventions together, make the class "live and orderly". (6) Instructional design should be rational. (7)Implement the practical cooperative learning evaluation.