An Empirical Study On The Grouping Mode Of English Writing Teaching In Junior School Under The Guidance Of Cooperative Learning

Based on cooperative learning,this topic is an empirical study on the grouping mode of junior middle school English writing.It mainly analyzes and studies the error-correction ratios of the cooperative learning groups within different grouping modes,compares the learning effects of students in these two kinds of groups.The purpose of the study is to find a more efficient grouping mode for cooperative learning,and further improve the effectiveness of cooperative learning and English writing teaching in junior middle school.This study mainly uses literature survey method,experiment method,interview survey method.With reference to the 2019 Changsha Senior High School Entrance Examination English Classification Standard,three language levels are divided: high language level,middle language level,and low language level.According to this language level classification standard,seventy-two junior sophomores of an ordinary junior middle school in Changsha are selected.In addition,this teaching experiment uses 2018 and 2019 Changsha Senior High School Entrance Examination English composition topics.The student interview questionnaire and teacher interview questionnaire about cooperative learning in junior middle school English writing teaching are also designed.There are two main research questions in this study:(1)What are the differences between the error-correction ratios of the cooperative learning groups within different grouping modes?(2)What are the differences between the error-correction ratios of learners with different language levels in the heterogeneous group and the error-correction ratios of the corresponding homogeneous groups?The results show that in junior middle school English classroom,when teachers teach writing through cooperative learning,the homogeneous group divided by the grouping standard “language level” will have a better learning effect than theheterogeneous group which includes different language level learners.In addition,in the junior middle school English classroom,for high language level learners,there is not much difference between the effects of learning in the homogeneous group and heterogeneous group.However,for learners with low or middle language level,the effect of learning with the learners of the same language level in the homogeneous group is better than that of learning with the learners of different language levels in the heterogeneous group.Especially for learners with low language level,the difference in learning effect is very obvious.Although some new research results have been discovered in this study,the study also inevitably has some limitations.The further relevant researches also need to take into account the impact of gender factors on junior middle school students on cooperative learning and broaden the grouping mode.