The Application Of Cooperative Learning In Teaching English Writing In Senior High Schools

Nowadays,few teachers have attached enough attention to the English writing class in senior high school.The existing efficient teaching mode and strategies are rather than limited.This issue has been bothering teachers.Meanwhile,students suffer a lot from it as well.The thesis therefore,based on the cooperative learning theory,mainly explores the application of cooperative learning in writing class,hoping to offer some new ideas for optimizing writing teaching.The thesis systematically studies and analyses the definition and connotation of cooperative learning and the research actuality about it at home and abroad and introduces the whole process of permeating and applying cooperative learning in classroom writing teaching in details.This thesis takes a senior one class taught by the author as the experimental object and conducted cooperative writing teaching in this class,which lasted for five months in total.In another senior one class of similar writing proficiency,which was also taught by the author,the author adopted the ordinary writing teaching for comparison.And the thesis introduces the whole process of applying cooperative learning to writing teaching and the concrete implementation steps in details,including building up study groups properly,assigning roles for group members,setting up group goals and so on.During the process of teaching,the thesis monitored students,study and collected and clarified statistics connected with this experiment.What’s more,this thesis resorts to a crucial analytical tool for textual coherence called Coh-Metrix,which can precisely measure a text’s diction,grammar,text structure and so on,which facilitates the research of English writing teaching.And the thesis scientifically and systematically analyses the experimental data by SPSS and summarizes the whole research and and demonstrates the meaning and characteristics of applying cooperative learning to English writing class.This thesis proposes that applying cooperative learning to writing class reasonably can enrich the class activities,stimulate students interest in writing and reduce and release students’ anxiety.Meanwhile,in the cooperative teaching mode,students’ writing speed and the coherence of their compositions are improved to a certain degree and they can achieve better writing scores in the exam.Finally,the paper suggests that during the process of cooperative writing teaching,on the one hand,the teacher need to focus on fully mobilizing the dominate role of students.On the other hand,the teacher should also effectively monitor and adjust the students’ learning activities.Only when teachers adjust and deploy learning activities,can cooperative learning achieve its efficacy to the fullest.