Strategies for Cooperative Learning in Grammar Teaching of Senior High School

Abstract

Grammar knowledge influences students' listening and reading comprehension of sentences, paragraphs, and discourse, as well as their accuracy in speaking and writing. However, in senior high school, grammar teaching pays attention to grammar knowledge, with examination as the ultimate goal and score as the only assessment standard. Most of the time, teachers choose to directly outline the important and difficult sentences, explain the sentence structure and fixed collocation and ask students to take notes to learn new knowledge points and review to consolidate the knowledge points that they have already learned. The result is that students' participation is not high and their interest in learning is not strong, which leads to low learning efficiency and is not conducive to cultivating students' motivation and enthusiasm for English learning.To change this situation, this essay conducts the method of literature review to explore the effect of cooperative learning on grammar teaching of senior high school and put forward some strategies for the application of cooperative learning in grammar teaching.