Practical Exploration Of Junior High School English Writing Teaching Based On Cooperative Learning

English,as an important compulsory course in junior high school education in China,mainly includes listening,speaking,reading,writing and viewing skills,among which English writing is difficult.Many teachers don’t know clearly the function,status and role of writing training in teaching,and often mistakenly think that “writing is not taught,it will be natural,and it won’t be taught”.This leads to many students losing confidence in writing,even being afraid or unwilling to write.Therefore,it is necessary to make an in-depth study of English writing teaching in junior high schools.However,in the existing studies in China,the attention paid to English writing teaching in junior high schools is relatively low.Therefore,this study applies cooperative learning to junior high school English writing class to explore the influence and effect of cooperative learning on junior high school English writing.In this study,the definition and characteristics of cooperative learning and writing are discussed and expounded in detail,and the research results on the application of cooperative learning theory in writing teaching at home and abroad are sorted out.Based on motivation theory,cooperative learning theory,process writing method,constructivism theory and interactive hypothesis theory,the teaching experiment is carried out with questionnaire,test and interview as research tools,and the following research questions are answered:1)What is the current situation of English writing teaching of this school?2)Can cooperative learning cultivate students’ interest in English writing?3)What is the students’ attitude towards cooperative learning?4)Can cooperative learning improve students’ writing performance?In this study,88 students from two parallel classes in grade seven of a nine-year consistent school in Shangluo City,Shaanxi Province were randomly divided into experimental class and control class,and a one-semester teaching experiment was conducted.The two classes adopt different writing teaching modes,the experimental class adopts group cooperative learning mode,and the control class adopts the previous one-way mode of teachers.Questionnaire was used to investigate students’ understanding and attitude towards cooperative learning.In the interview,12 students were randomly selected from 3 interval of scores to conduct stratified interviews.The test is divided into pre-test and post-test,and the materials of pre-test and post-test are unified by county level.The experimental data were statistically analyzed by SPSS25.0,and finally the experimental results and conclusions were obtained.The results show that: 1)Teachers’ writing training for students is too simple,which makes it difficult to improve students’ grades and makes students lose their interest in writing.2)Applying cooperative learning in junior high school English writing teaching can effectively cultivate students’ self-confidence in English learning and interest in English writing.3)Cooperative learning has brought about positive changes in students’ attitudes towards English writing,which are embodied in classroom participation and learning enthusiasm.Students have a supportive attitude towards cooperative learning.4)The average scores of students in the experimental class are higher than those in the control class.This shows that applying cooperative learning to junior high school students’ English writing has a positive impact on their grades.This study also brings the following enlightenment to junior high school English teaching.First,more attention should be paid to writing evaluation in writing teaching,and teacher-student cooperative evaluation can have a positive impact on students’ writing ability.Secondly,we should give full play to the leading position of teachers and the principal position of students,and effectively apply cooperative learning to the teaching practice of English writing.Third,teachers’ participation should run through the whole experiment process,and solve students’ doubts and problems in teaching implementation in time.Admittedly,although this research has certain innovation and academic value,there are still many defects and deficiencies,which I hope will be solved in the follow-up study.