A Study On The Effectiveness Of Group Cooperation In The Teaching Of English Writing In Junior High Schools

With the advent of the 21 st century,various middle schools in our country have successively carried out teaching reforms of varying degrees.Writing is a comprehensive manifestation of students' cognitive ability,thinking ability,writing organization and application ability.How to change the current cramming method of teaching,transform the monotonous and vapidity atmosphere of class,and improve students' writing performance in an all-round way is worthy of every teacher's in-depth thinking.In accordance with the task-based teaching requirements of the new "English Curriculum Standards",the author uses the Xi'an Tieyi Binhe Middle School as a research platform to integrate the group cooperative learning model into the junior high school English writing teaching,and further explores the effectiveness of the group cooperative learning teaching model in the junior high school English writing teaching.The With the advent of the 21 st century,the requirement for junior high school students' English writing ability is getting higher and higher.Especially in the middle school entrance examination,the difficulty of English writing is increasing.In order to change the traditional "cracking duck" teaching mode,to reverse the single and boring teaching situation,domestic middle schools have successively carried out teaching reforms of varying degrees to improve students' English writing scores.Based on the requirements of the times and the background of cooperative learning,the author introduces the method of group cooperative learning into junior high school English writing teaching,according to the task-based teaching requirements of the new "English Curriculum Standards" at Tieyi Binhe Middle School.Take this method aims to improve students' interest in English learning,change the current situation of English writing teaching,and comprehensively promote the improvement of middle school students' writing ability.This experiment mainly solves the following questions:(1)Can group cooperation effectively improve the English writing ability of junior high school students?(2)Which level of group cooperation has a more obvious effect on improving the writing ability of students? During the experiment,the author adopted three methods: questionnaire survey,classroom observation,and interviews to evaluate the results of group cooperative learning.At the same time,SPSS software was used to analyze the students' writing scores before and after the experiment.The results show that:(1)Group cooperative learning can stimulate students' learning enthusiasm,create a relaxing learning environment,improve students' ability to discover,analyze and solve problems,and improve their English writing skills.(2)Group cooperative learning improves students with good English foundation more obviously.Finally,based on the results of this experiment,the author summarizes the limitations of group cooperative learning in English writing teaching and proposes solutions to the related problems.In the future teaching,the author will continue to pay attention to the problems and countermeasures of group cooperative learning in English writing teaching,so that group cooperative learning can be served in English writing teaching.