Junior school students are in the time of adolescence。 Not only are they energetic and curious in learning fresh things and taking in new ideas, but they are also active and emotional in thinking。 Most students now are the single child in their families。 They have a desire of being appreciated by others, especially being recognized by peers。 The cooperation study is the combination of personal and social activities which meets students’ psychological needs。 Cooperation activities between the groups are full of friendliness, warmth and mutual aid for members to exchange ideas and debate with each other。 In the groups, every member has the opportunity of expressing their opinions and listening to others’ views。 It gives students the opportunity of forming good interpersonal skills which many single children are lack of。 That is the reason for the author to choose this topic for further study。论文网

The paper takes consideration of the students’ cognitive rules and fully stimulates students to actively take part in learning process by creating a harmonious, free, and relaxed learning environment where teachers get back to classroom and the students can learn voluntarily。 Cooperative learning helps to foster students’ modern consciousness, competitive interaction and participation in cooperation and improves their language skills。 It also reforms the traditional teaching and learning processes and builds a new teaching model。

This paper focuses on the application of cooperative learning in the English teaching in junior middle school。 During the study, the paper tries to deepen the understanding of the theory on the practical level and makes efforts to help junior middle school English teachers to reach their teaching aims successfully。 In addition, the paper also arouses students’ interests in learning English, and their abilities of communication by applying cooperative learning to English teaching。 In China, the  class teaching in large number is very common, so cooperative learning plays a rather important role。 It can provide students with more opportunities of doing more practices。

II。 General Introduction to Cooperative Learning 

    This part gives a brief introduction to the basic knowledge of cooperative learning including definitions of cooperative learning, the theoretical basis of cooperative learning, principles of cooperative learning and related researches on cooperative learning。文献综述

2。1 Cooperative Learning 

2。1。1 Definitions of Cooperative Learning

Definitions of cooperative learning are given from different perspectives by different scholars。 Slavin, a professor of Johns Hopkins University, thinks that cooperative learning means a classroom technology of teaching in which students are engaged in learning activities in groups and recognized by the group’s results。 Sharon, the renowned educational psychologist of Tel Aviv University, believes that cooperative learning is a term of a series of teaching methods of organization and promotion of classroom teaching, whose basic feature is co-operation among the students。 F。 B。 Murray, from the perspective of the teachers, describes cooperative learning as a family of instructional practice in which the teachers give various directions to pupils about how to work together。 Jacob asserts that “cooperative learning is a perse group of instructional methods in which small groups of students work together and aid each other in completing academic tasks。 ” (22) It can be seen that Jacob also stresses the form of cooperative model。 Students from different groups work together and help others to achieve the goal set by the teachers。

In the aforementioned definitions, the importance of cooperation and collaboration were stressed。 Scholars regard cooperative learning as a positive relationship between members, which facilitates students in achieving academic goals。 And the students are not only responsible for themselves but also for assisting others to learn well。