Application Of Cooperative Learning To English Writing Teaching In Rural Senior High School

Cooperative learning is one of the most effective approaches in the past several decades,which is able to improve students' learning interest and motivation,and cultivate students' cooperative awareness to some degree.Meanwhile,cooperative learning puts emphasis on dominant role of student,fosters positive and active participation ability of students.English teaching consists of listening,speaking,reading and writing,but writing can fully reflect students' English level.Therefore,writing teaching plays a crucial role in improving students' communicative proficiency,broaden students' professional knowledge and enhancing their English comprehensive usage ability.English writing is not only having a higher requirement for senior high students,but also being an important component in English teaching of senior high school.However,the quality of English teaching is poor in rural senior high schools of China.On the one hand,most of teachers pay more attention to the writing product rather than writing process,they usually give students Chinese writing materials and require them to accomplish a complete composition.One the other hand,most of students are from rural areas,where have no abundant language environment and lack enough writing'interest and motivation.Based on this,the research aims at exploring the effects of cooperative learning on students' writing interest and motivation,and the effect of cooperative learning on their writing proficiency.The author conducts a teaching experiment in Anshun Xixiu Senior High School,Guizhou province,where the two classes of senior one are chosen as research participants,the author makes a 14-week English writing teaching experiment about an application of cooperative learning in EC,but still makes an application of traditional approach in CC.Based on the reality,the author comes up with the research questions as follows:1.What are the existing problems of English writing in rural senior high school?And what are the reasons causing them?2.What are the effects of cooperative learning on students' writing interest and motivation?3.What is the effect of cooperative learning on students' writing proficiency?There are three research instruments such as questionnaires,tests and interview in the experiment.Questionnaires and tests are respectively used in the experimental class and controlled class before and after experiment,at the same time,the interview is also applied in the experimental class after experiment.The research data is dealt with SPSS 22 and EXCEL2016.The results show:first,there is no significant difference between writing interest and motivation through pre-questionnaire,but there is a significant difference between writing interest and motivation in pre-questionnaire.Second,the data of the pre-test indicates that there is no obvious difference about students' writing proficiency between experimental class and controlled class,but there is obvious difference about students'writing proficiency in the post-test.What's more,with the interview,there are existing problems such as low writing interest and motivation,being afraid of mistaking,lacking writing confidence and having no awareness of cooperative exploration.The causing reasons that students don't concentrate on listening to teachers on writing class,they don't actively ask for helping when they're difficulties in English writing,and teachers attach little importance to writing class,most of students have a poor basis of English learning and their parents pay little attention to the children's achievements.With the experimental research of a semester,the research conclusions are indicated as follows:the one thing,students' writing interest and motivation are aroused with the application of cooperative learning.The another,cooperative learning further improves their writing performance.In addition to,cooperative learning is also conductive to cultivate students' team consciousness,broaden students' learning horizon and strengthen learning positiveness of active participation.