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are many advantages using small groupdiscussion in English classroom teaching, but some problems still exist. So the authorputs forward some suggestions so as to let the teachers and students better understandthe essence of cooperative learning, especially small group discussion, master theskills and strategy of it and promote the teacher’s teaching and students’ learning aswell as help to develop students’ ability of autonomous learning and cooperativespirit.

1.2 Purpose of the study
Although the key point of the New curriculum reform is to change the tendencyof overemphasizing the explanation of grammar and vocabularies as well asneglecting the students’ ability development of language use, to stress students’learning interest, engagement, practice, cooperation and communication, the Englishclassroom is still teacher-centered, exam-oriented, small group discussions tends to beformalized; only in some demonstration class can group work become a flower ofclassroom innovation. Many students can’t express themselves fluently and students’activities are neglected; some teachers even think it is a waste of time to let studentshave a discussion. They are still willing to use the traditional teaching method, which is bad for the students’ English learning and will have bad influence on their ability ofintegrating language using. Recently, cooperative learning, especially small groupdiscussion has been adopted and implemented in the remote county middle school,where the author has worked for three years. The author attempts to investigate thecurrent implementation of small group discussion in English classroom teaching tofind its advantages and problems, then put forward some improvement suggestions soas to let the teachers and students better understand the essence of cooperativelearning, especially small group discussion, master the skills and strategy of it. Theauthor hopes, by investigating and studying the implementation of Small groupdiscussion in English classroom teaching, to further improve the effectiveness ofsmall group discussion and promote the teaching in remote county middle school.

Chapter II Literature Review

In this chapter, the relevant studies are reviewed. The first part is the literaturereview of the research on classroom cooperative learning both abroad and in China;then the theoretical basis of the study is described, which includes some key terms,namely cooperative learning and small group discussion; and three theories---Constructivism theory, Group dynamic theory and Interaction Hypothesis

2.1 Research on classroom cooperative learning (CL) abroad and in China
In resent years, there are many professors and scholars both abroad and in Chinastudying the classroom cooperative learning, on which they have done deeplyresearch from different aspects. The following parts will describe the professors orscholars, their studies on classroom cooperative learning and their conclusions drawnform the research.

2.1.1 Research on classroom cooperative learning (CL) abroad
In the west, as early as first century, students could learn from peers. The famousCzech educationalist Comenius (Wang Tan, 2001) proposed that students could gainknowledge not only from their teacher’s instruction, but also from other students.Strictly speaking，the root of modern CL dates from 1896 when John Dewey，who considered educati本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。