An Action Research On The Application Of Cooperative Learning To The English Continuation Task Teaching In Senior High School

In view of the fact that cooperative learning is a teaching method advocated by the new curriculum standard and has a relatively profound theoretical basis,therefore,this study tries to apply cooperative learning to the classroom teaching process of the English continuation task in senior high school.The purpose is to reduce students’ writing anxiety and improve their writing performance on English continuation task through the interaction and cooperation between heterogeneous groups.The author selected 48 students from Class 8,Grade 2 of a senior high school in Yuhang District,Hangzhou City,Zhejiang Province as the research object,and conducted a one-semester action research on this class.The research questions mainly include:(1)How should teachers construct the teaching model of cooperative learning in senior high school English continuation task teaching classes?(2)What effect does cooperative learning have on senior high school students’ writing anxiety on English continuation task?(3)What effect does cooperative learning have on senior high school students’ English continuation task performance? The research data was collected by the tests of English continuation task,questionnaire survey,interview and teachers’ teaching journals,and the final data was processed by SPSS statistical analysis software and Excel’s data analysis function.The two-round action research was carried out in accordance with the process of designing action plans,implementing action plans and reflecting on the effectiveness and shortcomings.Through two rounds of action research and continuous reflection and adjustment,it is finally determined that the implementation strategy of applying cooperative learning to the English continuation task teaching should include seven links,which are respectively “scientific grouping,responsibility to each member--selecting materials carefully and setting teaching objectives reasonably--learning independently,analyzing the continuation writing texts--group cooperation discussion and brainstorming--independent writing--self-assessment and collaborative evaluation--teacher’s feedback and excellent work presentation”.The results of the two-round action research show that the subjects changed their fear of difficulty to the English continuation task,their writing anxiety decreased significantly,and the average scores of the students in the English continuation test also improved significantly compared with the pre-test.This study can not only provide some data and theoretical support for future researches on cooperative learning,but also innovate the teaching mode of the English continuation task in high school,which has both theoretical and practical significance.