The Application Of Group Cooperative Learning In Senior High School English Teaching

In recent years, China has already begun basic education curriculum reform in full swing for the content of the new curriculum, teachers not only need the English speaking and writing classes for students of education, but also to think about how to enhance the students’ learning interest, the establishment of learning self-confidence, and should gradually help students ability to establish cooperation with others. As an important form of cooperative learning, cooperative learning groups in recent years has gradually become one of the main forms of teaching. To this end, the research team cooperative learning for student achievement, learning the role of interest and the ability to communicate with people, to provide a basis for teachers in the implementation of group cooperative learning methods, has extremely important practical and theoretical significance.A method of group cooperative learning in small groups by definition is for learning, teaching theory and strategy is a creative society today many countries have adopted. The actual results achieved it, it has also been hailed as the most successful in the last decade and most important teaching. The basic elements of cooperative learning groups have positive interdependence, individual accountability, interpersonal skills, face to face interaction and self-assessment team of five elements. The basic principles of cooperative learning groups are mainly democratic principle of equality, the right amount of appropriate principles, interaction principle, the principle of fair and reasonable and flexible principle of diversity. The cooperation with the group learning theory mainly interactive teaching theory, subjective education theory, constructivist learning theory, cooperative learning theory. Cooperative learning groups have a different application in various disciplines, and achieved good results. Group cooperative learning in foreign language teaching process, it can be said that the traditional way of teaching innovation, has its own unique characteristics. The group cooperative learning application has several advantages in the English language class disciplines. First, the group cooperative learning is very suitable for foreign language teaching, there is conducive to learning language. Cooperative learning allows students to speak a foreign language in the classroom to overcome a sense of psychological fear, to enhance students’ learning self-confidence but also allows students to build relationships healthier and between student and student. Second, in the language learning process, allows students to communicate between right and wrong have the necessary step, group work just to allow English learners to use English in a group discussion, teachers enough to improve the ability of students to use the language give full play to the advantages of learning a foreign language. To this end, this paper Caofeidian District first middle school for the English group cooperative learning practice, the detection group cooperative learning in English class, hoping to be able to verify the group cooperative learning model can effectively improve their English test scores, students learning English enthusiasm and the relationship between students, rewarding student cooperative learning, which shows the feasibility of cooperative learning groups in the school.In this paper, we choose two class of high school at Caofeidain District as the object of the experiment, beginning from September 2014, were studied experimentally last year. Through the pre-test, educational experiment, post-test experimental research, and then take the questionnaire survey of the views of students for learning English, students’ classroom learning performance, classroom learning cooperation thought, the level of cooperation and communication effectiveness, and finally collate data analysis. After the experiment, the experimental class and the control class performance comparison, the experimental results show that the class of student achievement continues to improve, and gradually opened and the control class performance gap. And as time increases, this gap is constantly increasing, presented a more significant difference, and the level of English language learning is also gradually increased. Therefore, we can say after the adoption of cooperative learning groups, experimental class of student achievement steadily increased, significantly more than the control class results. Survey results indicate that experimental learning attitude for students in the class of cooperative learning attitudes survey showed that(1) the experimental class students have most of the students are pleased with the cooperative learning among students based;(2) the experimental class students think that most students cooperative learning can improve performance;(3) the experimental class most students think that cooperative learning groups grouping reasonable;(4) the experimental class group cooperative learning Most students think more reasonable division of tasks;(5) the experimental class students have 60% think that teachers It should not interfere with a modest 30% think that teachers should participate;(6) experimental class students thought group cooperative learning focused on individuals and groups were 40% overall.After the experimental study, high school English class group cooperative learning using the revelation has the following five points:(1) the right to seize the opportunity of cooperative learning groups;(2) the proper use of forms of cooperative learning groups; and(3) comply with cooperative learning groups RULES;(4) effective regulatory group cooperative learning process;(5) improve the evaluation methods of cooperative learning group. Also found that cooperative learning groups there are four main issues from the student’s point of view. There are many problems from the teacher’s point of view. So this paper proposes the following five proposals:(1) the establishment of fair cooperation group;(2) teachers give students ideological indoctrination cooperation;(3) well designed and assigned the task of teaching; and(4) create a relaxed and harmonious classroom atmosphere;(5) timely and appropriate evaluation team outcomes.