The Application Of Cooperative Learning In High School Composition Teaching

Composition teaching is the core of teaching middle school language teaching, occupies a large proportion in language teaching. Whether from the evaluation system to students’ personal quality or high school’s evaluation system for student, essay writing is a must-have capability. However, the current status of secondary school teaching writing is very worrying, many students present in the essay writing process with many problems and fear cf writing, can not write good essay. This article is intended to focus on some questions of the current composition teaching in secondary schools from the angle of cooperative learning, and to analyze these issues, identify response options.The introduction describes the "co-writing teaching" concepts, research background and values. By foreign and domestic experts and scholars on the concept of a comparative analysis of cooperative learning, cooperative learning combined with practical application of the current domestic situation, to put forward their own concept of cooperative learning. This section studies serious problems currently existing in high school essay and proposes the need for co-writing teaching high school students to improve the level of implementation of the essay. The rationality of existence and superiority of cooperative teaching writing is introduced, its importance for the implementation of composition teaching from the theoretical and practical significance is illustrated.The first chapter: Cooperation composition teaching basic theory and application conditions. This section discusses the theoretical basis of co-writing and co-writing teaching in the implementation of domestic and foreign, mainly introduce Piaget’s constructivist learning theory, Lewin’s group dynamics, Rogers’learning theory, Maslow’s hierarchy of needs theory, a description of these theories in cooperative learning performance. Through a brief comparison of cooperative learning and teaching writing activities at home and abroad use to find out their strengths and weaknesses, this section find inspiration significance of these cases.The second chapter:Cooperation in high school essay writing teaching classroom use. This section focuses on teaching high school writing problems such as essay writing teaching marginalized, neglected dominant position of students, teaching writing classes are not opened enough and studies the causes of these problems. I introduce the preparation and implementation of a list of program implementation, such as:understanding students’mental condition, the survey of students writing skills, cooperation division team, determining the roles of team members and implementation rules in the classroom, etc., and explore the role of teachers in this teaching process.The third chapter:Reflections on cooperation composition teaching. This section also discusses the effection of co-writing teaching activities, such as improving the student’s personal qualities, to develop a writing source, to ensure students’writing mental health. I reflect on several essay questions in cooperation activities, such as how to define the nature of co-writing, how to protect the students’ personality, how to deal with the contradiction between reality and activity.