文摘
英文文摘
声明
Acknowledgements
Chapter 1 Introduction
1.1 The teaching of English writing
1.2 The requirement of junior students' writing ability
1.3 Current situation of teaching English writing in our schools
1.4 The necessity of writing teaching
1.5 Problems existing in English writing teaching in the countryside junior schools
1.6 The structure of the thesis
Chapter 2 Literature Review
2.1 Cooperative learning
2.1.1 Research abroad
2.1.2 Domestic studies
2.2 The use of cooperative learning in writing classroom at home and abroad
2.3 Limitations of applying cooperative learning
Chapter 3 Theoretical Framework
3.1 Definition of cooperative learning
3.2 Theoretical foundations on cooperative learning
3.2.1 Motivational Theory
3.2.2 Social Cohesion Theory
3.2.3 Developmental Theory
3.2.4 Cognitive Elaboration Theory
3.3 Benefits from cooperative learning
3.3.1 Promoting a positive attitude
3.3.2 Clarifying ideas and deepening understanding
3.3.3 Increasing persistence and the likelihood of success
3.4 Elements of cooperative learning
3.5 Types of cooperative learning
3.6 Group size
3.7 Group type
3.8 The roles of the teacher and the students in cooperative learning
3.8.1 The roles of the teacher in cooperative learning
3.8.2 The roles of the students in cooperative learning
Chapter 4 Experiment and Data Analysis
4.1 Subjects
4.2 Research question
4.3 Teaching material
4.4 Experiment period
4.5 Controls and counterbalances
4.6 Writing assessment and the criteria
4.7 Experiment procedures
4.7.1 Pretest
4.7.2 Setting up cooperative learning groups
4.7.3 Teaching social skills
4.7.4 Teacher's attitude toward errors and mistakes
4.7.5 Teaching through cooperative learning
4.7.6 Posttest
Chapter 5 Conclusion
5.1 The significance of the study
5.2 Benefits from the experiment
5.3 Limitations
5.4 Suggestions for further study
References
Appendix
