The Application And Research In Group Cooperative Learning To Teaching Writing In High School

English writing can all-around reflect students' language skills, cultural accomplishment, logical thinking ability, etc. It is an important mark which reflects the students' English comprehensive abilities. But the existent English writing teaching strategies in China relatively lag behind. Senior students are upset when it comes to English writing while the teachers are headache of students' paperwork. How to change this dilemma is many linguists and English teaching teachers who take pains to solve. The author hopes that this study can improve the teaching outcomes of high school English writing.The study is based on the learner- centered teaching theory, the subject participating in decision-making theory, social interdependence theory and the zone of proximal development. Questionnaire survey, pre- test, post- test and interview as the research methods for a year of experiments, the author, through abundant classroom teaching cases, explored whether group cooperative learning can promote the feasibility and effectiveness of English writing.Before the experiment, the author researched and studied the theories between English writing and group cooperative learning. On the basis of it the author set up the theoretical basis of this experiment and the process and steps of the experiment. This experiment includes three parts:the first part is the research and pre-test. The author made two questionnaires for the experimental class. One is to find problems of high school students in English writing. The second is about the group cooperative learning questionnaire survey, whose purpose is to research the students' understanding of the group cooperative learning and their previous experiences of cooperative learning. The author recorded the pre-test scores of the experimental class and the comparative classes.The second part is the research of the application of group cooperative learning in senior high school English writing teaching. The third part is validation survey that is post-test. The third part analyzed the statistic before and after the experiment, which verified the assumptions:the group cooperative learning can enhance the students' writing enthusiasm, and can cultivate the students' cooperation consciousness; compared with traditional teaching methods, the team teaching can improve students' English writing skills.These conclusions of this study can be drawn:1) The group cooperative learning cultivated the students' cooperation consciousness. Through a year experimental observation and the questionnaires, students more actively participate in writing,discussion and exchanging opinions after the group cooperative learning methods,2) The group cooperative learning changed the teacher's role, from the master of the classroom into a connection hub of students'communication.3) The group cooperative learning increased students' motivation. It obviously improved the students' interest in English writing.4) The group cooperative learning promoted the quality education. The real meaning of cooperative learning group lies in cultivating students' cooperation spirit and their ability to cooperate. It can improve the students' participation, exercise the student's thinking ability, the expression ability and the question ability, and cultivate the students' cooperation consciousness and cooperation ability. As a result, it can improve the students' comprehensive quality.5) The group cooperative learning is beneficial to students' physical and mental development. It created a platform of communication and exchange for team members. The communication between teachers and students and the communication among students let the group members to find the confidence of real life communication.This research has certain theoretical significance and practical value.