Research On The Application Of Multimedia-aided Cooperative Writing In Teaching English In Junior High School

Excellent English writing ability can not only open the door to senior high school entrance examination, but also lays a solid foundation for learning English in senior high school, and even for further study after school. Therefore, how to improve students’ English writing ability has become an important topic of English Teaching in junior middle school. However, our English writing teaching is still very weak. The conventional injection mode of teaching writing takes the inculcation of knowledge as the main task but ignores ability so it is not conducive to students’ lifelong learning. Multimedia-aided cooperative writing is a creative and effective theory and strategy, and is the most necessary teaching reform. Multimedia-aided cooperative writing requires taking the student as the center during teaching, giving full play to students’initiative and activeness as well as meeting students’individual potential and great needs. In the use of multimedia-aided cooperative writing interactivity, it enables teachers to use a variety of sensing means to help students acquire knowledge, overcome the traditional teaching mode, in which students’participation is very limited, and students can only accept the malpractice passively. According to actual situation, teachers use students’favorite form of learning to demonstrate what they need to learn, so that the learning activities are more attractive, which can stimulate student’s curiosity and thirst for knowledge, and help students improve their writing abilities.The author is teaching English at a middle school in Hohhot, which is an ordinary high school where most students are poor in basic knowledge of English, and writing interest is not high. As for learning habits and methods, it is quite insufficient, but they also have curiosity, full of the spirit of cooperation. The core of the Cooperative writing is "learner centered", it accords with the students’ personality and learning orientation. In view of the actual situation of our school and based on social interdependent theory, this study mainly combines multimedia and cooperative writing perfectly, so as to give students’ autonomy and initiative fully, raise students’ ability of English writing and writing skills, stimulate students’English writing enthusiasm, cultivates English writing interests and hobbies.This paper consists of five chapters. First, it expounds on the significance and background of this thesis. Then from the concept of writing, mode and the connotation of writing teaching of multimedia-aided writing teaching, foreign and domestic research status and theoretical basis, this thesis illustrates the differences between traditional teaching and multimedia-aided cooperative teaching. A conclusion is reached after the experimental data on the comparison of the two parallel classes is collected and analyzed: multimedia-aided teaching can help to improve students’writing scores and increase their interest. Finally, the author reflects on the problems and puts forward some suggestions.