Small Class Under The Condition Of High School Mathematics Classroom Cooperative Learning Research

With the development of the education concept, it has been greatly required that thechanging of the class teaching on the content and forms by the development of society.“Cooperative learning as small classes” education has become an important measure forprimary and secondary school to improve Quality-oriented education. However, there werenot so many examples for high school with rarely available research data. This research isfocused on the features of the small classes and requirement from implement standards forcooperative learning, together with the current situation, explores operation tactics for“cooperative mathematics study as small classes in high school”.In the first chapter, it mainly introduced the research topic. First of all, it introduced thebackground, purpose and the significance of the research. Then, it continued with anoverview of the situation of small class education and cooperative learning, both in China andforeign countries. It then summarized the future improvement orientation for the cooperativelearning as small classes and finds some reference for the growth of local developmentaccording to the literature reviews of the development history. At last, it raised the followingresearch questions: What are the requirements of the cooperative learning in small classes?What kinds of problem can be found during the teaching procedure? What kinds of tacticscan help the teachers to resolve them?In Chapter2, it analyzed the theoretical base for the research. With the theoreticalresearch, it described the meanings and features of the studying as small classes, meanwhile,the meanings and basic aspects for cooperative learning and other important definitions. Thisconnects the small class study and cooperative learning reasonable and feasibly in anessential way. It then mentioned several standards for effective cooperative learning, thoseare: obvious learning objects, proper cooperative content, reasonable group making, smoothcooperative procedure, harmonious interaction between students and teachers, logicalevaluation from teachers, pretty good study effects. It described the realistic meaning ofmathematics cooperative learning as small classes at last.Chapter3, through the research surveys, the author found out the problems and reasonsof the cooperative learning as small classes for mathematics. This chapter began with analysisof the results from questionnaires, which contained a summary of problems happened incooperative learning within classes:1. Heterogeneous groups, with obvious gaps between group members;2.Too much useless study in classroom;3.Wrong occasions for cooperativelearning;4.Bad controlling of cooperative time;5.Teachers can’t master the classroom withhis/her skills;6.Inflexible cooperative learning;7. Effectiveless evaluation for cooperativelearning;8.Some students are not in the part of the cooperative learning. The chaptercontinues with interviews of some teachers and find out the main reasons as below:1.Insufficient knowledge of cooperative learning;2.Unskillful and inflexible performance incooperative learning of teachers;3.Inadequate improvement activities for cooperativelearning by teachers;4.Little attentions on the students.Chapter4, there came basic requirements for teaching according to the problem camefrom the survey questionnaires, which request: The teachers should reinforce theoreticalstudy for cooperative learning, investigate the textbook deeply, uplift their own professionalskills; The teachers should arrange cooperative learning plan carefully in order to grow theircooperative abilities; The teachers should be more skillful and flexible during the practice ofcooperative learning; The teachers should be better at evaluation and reflection, to enhancethe effectiveness of the cooperative learning; The teachers should concern every singlestudent, don’t leave any of them behind; The teacher should strengthen on growing goodcooperative habits and skills for students, active their cooperative passions; The teachersshould encourage growing of the innovation spirits and individual development of thestudents.The research suggested pointed operation adjustment in details as well, which mainlycontains: With taking full advantage of the small classes, improving cooperative environmentin mathematics study, getting more interactions during the cooperative procedure, drawingmore attention from the students, decrease the possibility of heterogeneous groups; Withtaking full advantage of smaller number students, better preparing the mathematicscooperative learning in classroom: With the help of optimizing the arrangement ofassignments for preparation, increasing the efficiency of the cooperation; Combining theavailable tactics, growing students’ thinking abilities.In Chapter5, there designed some experiments to verify the effects of the improvementactions mentioned in the previous chapter. The author picked two classes from her school,with improved actions operated in one class and old un-improved cooperative measure in theother class. She did follow-up investigation on the mathematics results for the two classes,and then, investigated the study situation of the cooperative learning in classroom for them.The results from experiment and investigation matches each other and it proves theimprovement actions are exactly effective for mathematics teaching in high school.IV In the end, the author also analyzes the disadvantage in her experiment, which can serveas a practical guide dialectically.