Effective Cooperation In Science Inquiry Teaching In The Implementation Of The Preliminary Study

This thesis analyzed the inefficiency of the cooperative learning in China, gave the definition of effective cooperative learning, generalized its characteristics, and clarified its intrinsical characteristics, i.e., to use one's strongpoints to make up other's shortcomings, finished their work together, and realized their individual development. This thesis also discussed the restrictive factors of effective cooperative learning, and concluded the possible reasons of low effective or ineffective cooperative learning. Aiming at these phenomena, the author provided relevant countermeasures.According to the analysis above, the author pointed out the key to the effective cooperative learning, i.e., the good strongpoints and shortcomings of each student must be made clear not only by the teacher and the students themselves as well. Only by doing this can we use one's strongpoints to make up one's shortcomings effectively. Thus, they can learn from each other with modesty and self-confidence. Then, all the students will be developed completely enough.At last, the author put forword a hypothesis that effective cooperative learning can improve science inquiry teaching. Then, the author demonstrated the hypothesis, combined with the characteristics of science inquiry teaching. On the basis of preliminary argumentation, the author applied the effective cooperative learning to the practice of teaching to test the hypothesis. In fact, the author reaped satisfactory fruit of the research, testified the hypothesis, and proved effective cooperative learning has important value in science inquiry teaching.