An Empirical Study Of Group Cooperative Learning In Senior High School English Writing Teaching

The standard of full-time high school English curriculum requires teachers to "pay attention to students' emotions,improve their humanistic quality and develop their ability to communicate and cooperate with others".In the process of English teaching practice,group cooperative learning fits in with the new curriculum education concept,which plays a positive role in the innovation of classroom teaching model and reforming the traditional education method.In addition,English is the most widely used language in the world,and English writing embodies students' comprehensive ability.However,English writing teaching is ignored in many high schools of some counties because of exam-oriented education,and the application of group cooperative learning in teaching is also on the surface level.Therefore,this thesis taking the related theories of group cooperative learning as its theoretical guidance has an empirical study of group cooperative learning in high school English writing teaching,which aims to explore its influence on students' interest,performance and cooperative consciousness in English writing,and to provide some good methods and suggestions for the future high school English writing teaching.Meanwhile,this study raised three research questions:(1)Can the application of group cooperative learning arouse students' writing interest? If yes,to what extent?(2)Can the application of group cooperative learning improve students' writing achievement? If yes,to what extent?(3)Can the application of group cooperative learning cultivate students' cooperative consciousness? If yes,to what extent?The author chose two parallel classes to have an experiment of a semester with the experimental class implementing group cooperative learning method,and the control class using traditional teacher-centered teaching approach.This study mainly adopted questionnaires and pre-test and post-test,classroom observation and interview.Before the experiment,the author distributed the pre-questionnaire and pre-test,and the former was to learn the students' interest and existing problems in English writing,and also the present situation of the application of group cooperative learning,and then made specific and feasible teaching plan;The latter aimed to understand whether there are significant differences between the two classes.During the experiment,the author had carried out rich teaching examples of the application of group cooperative learning in high school English writing.After the experiment,the author carried out post-test and distribute the post-questionnaire,and the former was to understand the changes of students' achievement before and after the experiment.The latter aimed to understand the changes of students' learning interest and cooperative consciousness before and after the experiment.Finally the author adopted the method of observation and interview to further prove whether group cooperative learning is beneficial to improve students' learning interest and cooperative consciousness,and to know other effects and existing problems.After analyzing collected data and information,a conclusion was drawn.First,the application of group cooperative learning in high school English writing teaching make students own the same goal.To achieve it,students have different divisions of roles and they make efforts together,promote and influence each other during the process.Finally,their writing interest is aroused.Secondly,students learned lots of advanced words,expressions,sentence patterns and writing strategies from discussion and helping mutually,and they learned the advantages and avoided making same mistakes of others from evaluating others' writing from which students' writing achievements were improved greatly.In addition,group cooperative learning was used frequently in classroom which cultivate students' habit of cooperation.Meanwhile,students got the help from others which improved their writing achievements and attained true friendship.Gradually,the cooperative consciousness is cultivated.In conclusion,students from all levels have benefited a lot from the application of group cooperative learning in high school English writing teaching,which is feasible in the high school with the same level with Xishui NO.Middle School.