An Application Study Of Cooperative Learning In Senior School English Teaching & Learning

The traditional English teaching attaches too much significance to mechanical knowledge imparting which is knowledge-based, teacher-based and materials-based. Consequently, students would become too passive to receive knowledge and the opportunities to participate in study autonomously, to experience learning and to achieve success will be killed, all of which will go against the students’ language acquisition, and thus lead to the low efficiency in English learning, the loss of the students’ interests in English learning gradually. Meanwhile, the dull and depressive classes lacking of interaction are disadvantageous to cultivating the students’ comprehensive characteristics such as healthy psychological state, active personality, the spirit of mutual cooperation and aid, etc..The group cooperative learning is one way in which the group members conduct mutual cooperation and attain learning goals, in cooperative learning, students finish the tasks by joint efforts. It can involve the students in the English learning process in maximum, and have a pleasant feeling when they achieve the learning goals. Moreover, as the students’ learning interests are motivated to a great extent, their English performance will be improved at the same time. Through this kind of face-to-face communication, mutual help, their cooperative awareness will be cultivated, and the cooperative skills will be promoted. For this, the thesis attempts to investigate the effects of applying the cooperative learning in senior school to improve the students’ academic achievements, mobilize students’ English learning enthusiasm, give full play their learning subjectivity, and cultivate their healthy minds. The thesis applied cooperative learning into practice, through comparing the academic scores of two classes, making qualitative and quantitative analysis of questionnaire survey, interview, and classroom observation find that the cooperative learning pattern is conducive to improving the students’ academic achievements, mobilizing students’ English learning enthusiasm, giving full play their learning subjectivity, strengthening the learners’ confidence, and fostering the harmonious relationship among the students. Additionally, the author’s humble opinions toward the problems existing in the present study will be suggested, expecting to better develop its function at the senior school English classes in the future.