Applying Cooperative Learning Based On Constructivism To The Teaching Of English Writing In The Junior High School

English is the most widely used language in the world. It will play a more important role in the future. We all know, English skills include listening, speaking, reading and writing, and it is very important to have a good understanding of these aspects. However, at present, as a compulsory subject English, English becomes important content and subjects in students' study. Only students who can firmly grasp these four aspects of the skills can gain the initiative in the future competition as well as communicate with others well.This study is based on the theory of cooperative learning with the combination of the theory and practice, and expounds the theoretical basis of cooperative learning and the research status of cooperative learning home and abroad. Also, it includes the present research situation of English writing in junior high school. It provides a theoretical basis for the successful implementation of this research. In order to study or solve the application of cooperative learning in junior high school, it offers English writing teaching based on constructivism. The subjects of the experiment are ninety-seven students in Class Nine and Class Ten, Grade Eight. This study takes fifty students in Class Ten as the object of study, and takes forty-seven students in Class Nine as the control class of study. In the experimental class, the teaching mode of cooperative learning is used in the control class.It is found that the group cooperative learning is the driving force for students' active learning and cooperative learning to cultivate the students' sense of participation, which is conducive to the physical and mental development of students. Hence, it is possible to teach students in accordance with their aptitude. By means of the mode of cooperative learning, the teacher reflects and improves themselves. In this way, the teacher is not only the one who delivers knowledge to students, but also the creator of knowledge through teaching research. Compared with the traditional writing teaching, group cooperative learning is more interesting because it uses the form of mutual cooperation to teach, which promotes the friendship between students, but also help to establish harmonious teacher-student relationship. In the process of group teaching, students' writing skills and performance have improved. Thus, the classroom atmosphere is pleasant. All these help to influence the students' writing thinking. As a result, group cooperative teaching mode is significance for the long-term training of writing and building up confidence in writing. Fifty students in Class Ten not only made rapid progress in English writing, but also can take the initiative to ask questions about writing. After school, the students also go on discussing some related questions which helps to form a good atmosphere in study. In a word, the cooperation teaching mode can not be ignored in the future. Besides, the author will continue to promote cooperation teaching mode and make further efforts.