An Empirical Study On Cooperative Learning Helping The "Interaction Between Student And Text" Of Continuation Task Writing In Senior High School English

In accordance with the requirements of the new English curriculum standards for high school,continuation task writing has been included in the college entrance examination and has attracted much attention.Continuation task writing not only emphasizes students’ language input but also attaches importance to students’ language output in the way of combining with reading and writing,which is conducive to develop students’ comprehensive language application ability and promote students English learning.However,with the in-depth research on the continuation task writing,it is found that some students have difficulties in completing the continuation task writing,for example,some students have "off-topics" and "inability to write".The reason is that they can’t understand the reading text deeply,the interaction between student and reading text is not strong enough,in other words,the "interaction between student and text" is not strong.It is found that cooperative learning can promote student English learning,and the new English curriculum standard for high school also advocates to cultivate students’ ability of cooperative learning.Accordingly,under the guidance of interactive alignment theory,this paper defers to the requirements of the English curriculum standards,combines with the current situation of continuation task writing,aiming to explore the feasibility of cooperative learning helping the “interaction between student and text”.This study selects two classes of senior one in H City as the research objects,through the research methods of experiments,questionnaires and interviews to explore the question: Can the cooperative learning model enhance the "interaction between student and text" ? if the cooperative learning model can enhance the "interaction between student and text",what are the main aspects? In the experiment,the period is 15 weeks,and after the experiment,the author used SPSS23.0 to conduct descriptive statistical analysis on the questionnaire,descriptive statistical analysis,independent sample T test and paired sample T test on the continuation task writing scores,speech transcription analysis on the interview results,and comparative analysis on students’ written works.After data analysis,we can find that:Adopting the cooperative learning mode in the class of continuation task writing can enhance the interaction between student and text,the experimental results are mainly reflected in students can improve the continuation scores and continuation ability,change negative attitude,know continuation methods,also,cooperative learning can narrow continuation gap of students at different writing levels,and promote the common development of different student groups.This study shows that cooperative learning can effectively promote "interaction between student and text" and achieve the expected goal.Based on the research conclusions,the author gives corresponding suggestions from both teachers and students.From the part of teachers,play a guiding role to cultivate students ’sense of cooperation;select materials carefully to attract students’ interest;design teaching carefully to help students read text deeply;pay attention to language foundation and improve students’ writing ability.From the part of students,establish a positive attitude and keep the enthusiasm of writing;participate in cooperative learning and improve the ability of writing;broaden the learning ways and increase the input and output of writing.