Chapter I Introduction
1.1 Background of the study
Then new curriculum reformation will be carried out in our whole country. Andthe newly promulgated Ordinary Senior High School Curriculum Criterion formulatedby the Minster of Education demands to improve the students' integrated languageskills according to the characteristics of high school students' cognitive ability. Ourteaching should focus on improving students’ ability on using English to obtaininformation，to deal with information and to analysis and solve problems, especiallythe students' ability of thinking and expression in English. So the design andimplementation of high school English Curriculum should be of great benefit to helpstudents optimize the style of learning and make students bring learning potential，formthe effective learning strategies, develop the ability of learning by observing andresearching. How to use scientific and effective method to improve students’ writingabilities the major topic of English teaching in New Criterion(2002),and is the hugechallenge of our English teachers. In teaching we should develop the students' abilityof listening，speaking，reading and writing. Wring plays a great important part in thedevelopment of human civilization history which is a basic approach to languagecommunication. English writing is also very important for senior high school students.However, some students dislike writing and they have some difficulties in Englishwriting. What we should do is to motivate the students' enthusiasm of English Writing.
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1.2 Present Problems of Students in Writing
With the deepening of teaching reform, many teachers have changed a lot inteaching philosophy and methods. Now, more teachers pay attention to improving thestudents' listening and speaking abilities. Many students do well in speaking, but theyhave difficulties in writing. Many facts indicate that the main reason for causing thiscircumstance is that the teachers lack the new ideas for teaching writing. AlthoughEnglish education at home and abroad has been discussing the teaching ideas andmethods of English writing for many years for more actual effect of teaching students'writing ability, in recent years, there is no good result coming from the compositionpart in the university entrance exam，so the students English writing ability is still theweakest of the four listening, speaking reading and writing skills of English learning.Many students don't want to write in English and are afraid of writing an essay andeven feel they don't know how to begin. Even if they rack their brains to write, in theend their compositions don't make any sense and the students can't experience the joyof successful writing. As time passes oru they have no patience to carry on Englishwriting.
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Chapter II Literature Review
2.1 Cooperative Learning
Cooperative learning has been deepening in the classroom as a new teaching mode，which takes the group work as the main form. We will look at the definition andrelevant theories to use cooperative learning better. In order to understand cooperativelearning, let's have a look at the definition of cooperative learning，characteristics ofcooperative leaning, and the basic components of cooperative learning and thefunctions of cooperative learning. Cooperative learning is a kind of teaching theory and strategic system, whichbegins in the 1970's in America and makes great progress in the middle of 1980's. Inchina，cooperative learning has been introduced the class teaching of primary andsecondary schools since the early 1990，s. Now，cooperative learning has been a veryimportant learning method of new curriculum reform in our country.So far，cooperative learning has a long history of research and development andhas teen spread all over the world，but what is cooperative learning has no cleardefinition. Many scholars definite cooperative learning from different aspects but theyall have the same characteristics as follows: treat the group activities as the main status,stress the cooperation of group members, stress the goal orientation, and treat thegroup scores as incentive.
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2.2 Relevant Theories
Different theories may shed light on the effects of cooperative learning on theimprovement of English writing. The use of teachers' developmental cooperativelearning plays an important part in the students' English writing. This can be explainedfrom cognitive and psycho linguistic aspects. These theories will be fiuther talked aboutin the following parts. Humanism was popular in America in the 1950s to the 60s as a trend of thought inpsychology. Its main representatives are A. Maslow and C. R. Rogers. Teachers haveneglected the fact that education is for human development for a long time. However，humanism emphasizes the development of human being; especially it focuses on thedevelopment of the whole person rather than stressing only the development ofcognitive skills. Humanists voice their ideas that human is the center of universe andman doesn't only have the right to enjoy the beauty of this life but has the ability toperfect himself and to perform wonders.
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Chapter III Research Methodology.......... 19
3.1 Research Questions......... 19
3.2 Research Hypothesis......... 19
3.3 Research Subjects and Time......... 19
3.4 Research Instruments......... 20
3.5 Procedures in the Experiment ......... 22
Chapter IV Data Analysis and Discussion......... 36
4.1 Data Analysis.........36
4.2 The Discussion of the Questions .........43
4.3 Research Results .........43
Chapter V Conclusion .........46
5.1 Major findings .........46
5.2 Implications......... 48
5.3 Limitations......... 50
5.4 Suggestions for Further Research......... 51
Chapter IV Data Analysis and Discussion
4.1 Data Analysis
Until the end of the February of 2013, these cooperative learning strategies werelaunched in experimental class for nearly a semester with the controlled class usingtraditional method. Perhaps the experiment the writer carried out is not rigorously ascientifically designed. Data collected in three aspects, the writer designed twoquestionnaires, the first questionnaire was delivered to all the participants of 52 seniorstudents in Information High School of Dalian before and after the experiment (seeAppendix I ) and the second questionnaire and an interview were only delivered tothe experimental class at the end of the experiment to check students' opinions aboutcooperative learning.(see Appendix II and AppendixIII).The writer also had thestudents take part in two examinations to check the different results; one was a pre-testbefore the experiment and the other was the post-test 5months after the experiment.The two examinations are both adopted according to the criteria of NEMT to ensurethe authority.
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Conclusion
From the experiments of about half a year, the researcher has drawn aconclusion that cooperative learning in writing has many positive effects on thestudents. Their writing ability has been improved greatly. Besides, their confidence，learning interest, motivation，self-esteem, and learning atmosphere have been allimproved, A cooperative and active atmosphere has been formed in the experimentalclass. In a word, cooperative learning approach is practicable in the teaching andlearning writing yields positive effects on various factors. The writer found that the atmosphere of classroom began active after the use ofcooperative learning in English writing class. Most of the students strengthen the senseof participation. In the questionnaire and interviews with students，the majority ofstudents think that cooperative learning has not only reduce the feeling of loneliness inlearning but also increase the joy of solving the problems with other students. Thestudents become willing to attend English class，and improve the scores of Englishwiting quickly.
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Reference (omitted)