On Study cooperative writing high school English teaching model.docVIP

On Study cooperative writing high school English teaching model Paper Keywords: high school English writing course co-teaching model Abstract: The so-called cooperative learning, is to group as the basic organizational form, the system dynamics using the interaction between teaching to facilitate learning, the group results of the evaluation criteria, to achieve the common goal of teaching activities and it is to improve students’ academic achievements and improve social and psychological atmosphere within the class, students form a good psychological quality and social skills as a fundamental goal, short-term, high efficiency, low power and pleasant as the basic quality of the unity of a series of teaching activities. 1, the traditional English writing course reflection In everyday teaching, most English teachers to take the training methods are: the end of time in the classroom writing assignments arranged by the students complete the class, due date, the teachers spend a lot of time correcting and commenting. Training more frequently, Many teachers also commented on marking, but the students did not significantly improve writing skills, can be said to be ‘tired of writing, change the plight of poor results.’ teachers to students was ‘about to write pale’: students fear, is because it is difficult to write, he will not write, write well, teachers are afraid, because correcting large, to spend a long time, many energy-consuming, the result is little the traditional classroom model of writing that most students tend to write very passive, active initiative and lack of enthusiasm for writing. 2, change the mode of teaching the necessity of writing That the new curriculum standards in English, basic education English courses tasks are: to stimulate and develop students interest in learning English so that students build confidence, develop good study habits and the formation of effective learning strategies to develop self-learning ability and spi