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nglish teachingapproach.At present, the new course standards are being carried out, which makes teachers facenew challenges. First of all, students completely become masters of learning. Secondly,teachers assign cooperative learning tasks to students. It is obvious that with the new coursestandard, cooperative learning in high school English teaching is thought highly of. But manyteachers can't apply it reasonably for lack of full understanding. Therefore, this thesisfocusing on cooperative learning discusses the concept, theoretical background, basicteaching elements and major approaches of cooperative learning.Through the survey andanalysis of data, it explores the actual effects of applying cooperative learning high schoolEnglish learning and teaching, finds out some possible problems in the implementation andproposes some effective and practical strategies to ensure the success and enhance theeffectiveness of cooperative learning in high school English classroom.

Chapter 2 Literature Review

2.1 Definition of Cooperative Learning
Cooperation, a form of collaboration, is "working together to accomplish shared goals"(Johnson & Johnson，1989，p. 2). Whereas collaboration happens in both small and largegroups，cooperation occurs mostly in small groups of students working together. Manyteachers and whole schools are adopting cooperation as the primary structure for classroomlearning.Research strongly supports the advantages of cooperative learning over competition andindividualized learning in a wide array of learning tasks. Compared to competitive orindividual work, cooperation leads to higher group and individual achievement, higher-qualityreasoning strategies, more frequent transfer of these from the group to individual members,more metacognition, and more new ideas and solutions to problems. In addition，studentsworking in cooperative groups tend to be more intrinsically motivated, intellectually curious,caring of others, and psychologically healthy. That is not to say that competition andindividual work should not be valued and encouraged, however. For example, competition isappropriate when there can be only one winner, as in a sports event, and individualistic effortis appropriate when the goal is personally beneficial and has no influence on the goals ofothers.
Cooperative learning has a long history of many years in both theory and practice, but thereis not a concise and accurate definition. Many famous linguistics make different definitions.According to many famous experts, cooperative learning is a philosophy of teaching."Cooperative learning is the mutual engagement of participants in a coordinate effort to solveproblem together ."(Koschmann，1997) ”Cooperative learning is the instructional use of smallgroups so that students work together to maximize their own and each other'slearning ."(Johnson, Johnson，Holubec，1993)Spencer Kagan in an article in Educational Leadership (Dec/Jan 1989/1990) provides anexcellent definition of cooperative learning by looking at general structures which can beapplied to any situation. His definition provides an umbrella for the work of cooperativelearning specialists including the Johnsons, Slavin, Cooper, Graves and Graves, Millis，etc. Itfollows below:

Chapter 3 Methodoloy ............31-36
    3.1 Cooperative Learning in High School......... 31-32
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