梁亞文

Abstract：As one of the three major subjects in the high school curriculum， English is of obvious importance. However， in the traditional teaching， the teacher's explanation of English is obscure. Students are not interested in English and even fear English. Cooperative learning is a very popular teaching model in the field of education in recent years. It is conducive to mobilizing students 'enthusiasm and arousing students' interest in learning. Based on the research results at home and abroad， this paper investigates the interest of senior high school students in English， the use of cooperative learning in English classroom and the attitude of students to cooperative learning. Through the survey， it was found that students have little interest in English learning. Cooperative learning is used less frequently in high school English classes. Students like to use cooperative learning to learn. In view of the results of this survey， this paper proposes that we can adopt cooperative learning methods in high school English writing class， such as： reasonable formation of cooperative learning groups， guidance to guide the group members to learn from each other， and the establishment of group evaluation and reward mechanism. In this way， we try to link cooperative learning with writing teaching， hoping that this new model can enhance students 'enthusiasm for learning English.

Key words： senior high school students; cooperative learning; English teaching

Cooperative learning is mainly based on the interaction between students . It is based on the learning group as the basic organizational form， and the group performance as the evaluation standard to jointly achieve the teaching objectives. It emerged in the United States in the 1970s and have developed rapidly in the past decade and have been applied to different aspects of learning in various disciplines. It is more flexible than the traditional teaching model， and it is easier to motivate students to participate in the classroom. In English learning， it can stimulate and improve students enthusiasm for learning English. Using the learning method of cooperative learning， the teacher will assign each student a task so that each student can participate， greatly cultivating the ability of students to find problems， analyze problems， and solve problems.

In previous studies， scholars mainly analyzed the difficulties of students learning English， but few people put forward practical suggestions for implementation. In this thesis， it aims to study the learning model of cooperative learning and try to propose how to apply it to high school English learning in order to increase students interest in English learning.

Cooperative learning is not only a new teaching method， but also a new teaching concept. It is a two-way interactive teaching form. Through the communication between peers， they acquire knowledge and improve their English learning ability. Cooperative learning can enable students to better learn to communicate with others and meet their needs for belonging to love. Based on this， they learn to respect each other， appreciate each other， realize their potential， and eventually realize their own worth.

From the survey， the author has explored the status quo of implementing cooperative learning in high English classroom. In the attitude to cooperative learning， because the school has used cooperative learning for several years and often distributes some learning materials， coupled with the teachers own exploration of cooperative learning， students are not unfamiliar with cooperative teaching strategies. In terms of grouping， most teachers often arrange students seats and groups according to their grades. A small number of teachers will adjust the number of people in the group according to the teaching goals and the difficulty of learning tasks. In terms of evaluation mechanism， teachers comments can follow the modern educational evaluation concept-incentive evaluation. Positive comments have the incentive effect， stimulate students motivation to study， and enhance students sense of self-efficacy. However， the study also found that there are some shortcomings in the use of this teaching method： unreasonable grouping， students inadequate participation in activities， inappropriate learning tasks， undefined teachers role， and the simple evaluation methods.

According to the discovered problems， corresponding improvement suggestions have been proposed： making reasonable formation of learning groups， choosing the right content and the right time in cooperative learning， and clearing teacher roles. It is expected that in this way it will eventually greatly improve the students language application ability， effectively complete the English teaching task， and improve the teaching quality.

It is hoped that in the future more researchers and frontline teachers will get involved in the cooperative teaching exploration to increasingly optimize the cooperation of learning.