The Study On The Cooperative Learning Application Of Physics Teaching In Medium Normal School

The Medium Normal School (hereafter MNS) is the base of trainingqualified teachers especially for elementary education. Today the newcurriculum for elementary education needs not only rich knowledge, butalso various capabilities. MNS teachers are required to choose appropriatemode of teaching and build their teaching programs in connection withtheir own teaching practice and focus on development of each student.Cooperative learning is a new learning methods and an innovative teachingtheory promoted by a new round of curriculum reform. State Council in2001, 5, 29 promulgated the "State Council's decision on the reform anddevelopment of elementary education", in which the cooperative learning isspecifically noted. The "Decision" pointed out: "to encourage cooperationand exchanges among students, to promote common development ofteaching and learning". Moreover, the cooperative learning is a basicorganizational form of research learning, and research learning is the focalpoint in the new curriculum reform, that's why it is proposed in theelementary education reform. And the MNS has a task of "safeguarding"the reform since it is the base of elementary education. Therefore, in orderto ensure the effective implementation of cooperative learning, teachereducation in MNS should first establish the concept of cooperation, carryout cooperative learning effectively in every course. Meanwhile,cooperative learning changes the one-way and two-way exchange modeamong teachers and students in the past, realizes the mutual act of alldynamic factors. This has offered more chances of practice for students inMNS. By this kind of cooperative activity they are able to enrich theirknowledge, train their skills and prepare themselves for future teachingwork. But, up to now the cooperative learning in our country mostly stay interms of theory, its research in practice is mainly confined to subjects likeChinese, mathematics, foreign language, etc. There are some preliminaryexploration carried on by some teachers in biological, historical subjects ofjunior middle school as well, but very few in physics, and almost noresearch on the cooperative learning in physics in MNS. Therefore, basedon my practice on teaching, I try to find out the habit of physics study atpresent in MNS, students' sense of competition and cooperation, theirattitudes on communication among classmates, reflection on workexperiences of graduates, and the evaluation criterion of employing units toMNS graduates by the way of releasing the questionnaire (the appendix Ⅱ )to students and visiting MNS graduates in some primary schools, etc. I taketwo classes as experimental subjects, adopt respectively traditional teachingmethods and cooperative learning in the two classes, make comparisonbetween them, and finally analyse the result by means of questionnaire,conversation, observation, and reflection diary. I summarize the process ofcooperative learning as: design→teaching activity→team interaction→testevaluation→feedback and improvement. In short, this study aims toexplore the necessity, feasibility, model and evaluation plan ofimplementing cooperative learning in physics teaching in MNS.