This thesis consists of six sections: Besides the first part——the introduction here, section 2 presents the definition of cooperative learning and the history of cooperative learning. Section 3 deals with the necessity to carry out cooperative learning in middle school English teaching. In section 4, it tries to explore the feasibility to carry out cooperative learning in middle school English teaching. Section 5 attempts to provide several suggestions to carry out cooperative learning in middle school English teaching. The last section attempts to sum up what has been discussed and put forward some recommendations. The research aims at providing references for future English teaching.源[自*751^`论\文"网·www.751com.cn/

2. Literature Review

2.1 The Definition of Cooperative Learning

Cooperative learning has many definitions. Many scholars proposed their own definitions. Johnson, D.W. And Johnson, R.T. thinks that “cooperative learning is a procedure of small group interactive instruction, in which students work with their peers to accomplish a shared or common goal” (1997: 65). The goal is reached by interdependence among all group members instead of working alone. Each member is responsible for the result of the common goal. According to Wang Tan, “cooperative learning is a kind of activity guided by aim” (2001: 34). The aims of cooperative learning include academic aim and cooperative skill aim. Traditional teaching only emphasizes the teaching and grasp of knowledge, neglecting training other skills. Cooperative learning has improved in its aims. On wide sense, it not only stresses the students’ cognitive development, but also tries to give the students’ a sense of happiness from learning. It combines cognition, feelings, action and determination into a body. On narrow sense, each cooperative learning activity takes its concrete aim. In other words, each activity must complete a certain task or deal with a problem assigned by the teacher.