The Study On The Cooperative Learning Strategies Of Arts Teaching In Junior Middle School

With the improvement of the Competence-oriented education and the implementation of the new curricular standards, the more important the role of Art as one of the subjects of humanities. New ideas of learning and teaching come forward as while as the development of education reform. This thesis studies situation about the cooperative learning applied in the Art education in junior middle schools by survey and interview research. We find that some schools haven't conducted the team cooperative learning, the old instruction model have continued to be used. Other problems has also been found that in those schools in which cooperative learning has been applied: Becoming mere formality; no guarantee of time; not in accord with the unique perspective of the aesthetic taste in Art education; lack of the right understanding of the teacher's role; no equal chance for every student to participate, to practice and to create; and so on. The basic reasons of these problems for the teachers are: no changing of modern education concepts; lack of understandings of the cooperative learning theories and practical experience. Lack of cooperating skills for the students and the pressure of entrance exam are also the key reasons.In order to solve the above-mentioned problems, we put forward some cooperative learning strategies as follows:1. Overall planning and preparation are necessary before the implementation of the cooperative learning;2. Positive interdependence strategy;3. Multi-dimensional strategy for students grouping;4. Team responsibility strategy;5. Individual responsibility strategy;6. Individual evolution strategy;7. Participation, practice, creations by all members of a group;8. Effective regulation and control for the teacher in the process of cooperative learning;9. Multi-objective evaluation strategy;10. Cross-curricular cooperative learning strategy.We also bring forth some proposals to the implementation of cooperative learning: First, teachers should make a group relative steady to ensure the efficiency of cooperative learning and to fit the situation of the classes in our country. Second, teachers may provide more cooperative learning opportunities through the Internet. The third, an exhibition gallery should be set up to show the achievements of the students in reward of their active participation. The fourth, teachers should assign the right job to every student in the learning group according to their characters in order to make them coordinate with each other. Based on the above strategies and proposals, we prepare 2 teaching plans, one is about Art appreciation; the other is about the art of pottery. The results are relatively satisfied after preliminary attempt. The result of this study will be continuously put into practice and further be promoted in greater scope so that to enrich and refine the teaching methods of Art.