Cooperative Learning In Primary School Language Teaching Team

The study did the teaching practice research on group cooperative learning in a primary school of Wuhou district for a year mainly adopting the literature analysis, practical investigation and case analysis to explore group cooperative learning "reality state" process in the primary language classroom teaching and the way and method of the group cooperative learning in different basic literature form. It is in order to better play the subjectivity of students, cultivate students’ consciousness of cooperation and innovation spirit, making cooperative learning theory better service to the elementary school language teaching practice. Based on this research, the author draw the following conclusion:First, primary school language classroom teaching should maximize the advantages of the traditional teaching method and fusion the teaching methods based on the information and cooperation to improve teaching efficiency, based on the humanity, basic and practice of primary language discipline as well as the pupils’thinking iconicity, learning dependence, gradual cognitive development of pupils.Secondly, the group cooperative learning content in primary school language mainly includes the key and difficulties of each class, etc. The cooperation team need to consider the strategy of determining the number of team cooperation, establishing team rules, paying attention to study members seat arrangement and clearing division of team members so as to improve the effectiveness of the team. The implementation of cooperative learning mainly includes questions, individual learning, group discussion, group international exchange and the collective evaluation. And in the implementation process, the teacher needs to effectively guide in organization and learning procedure. At the same time, teachers need to the cultivate students’ group, group activities, the exchange of learning, cooperative learning, such as group leader leadership skills. The cooperative learning evaluation is diversity, mainly including the student individual evaluation, students groups of evaluation and group self-evaluation. Finally, The teacher get feedback information mainly by collecting students’ feedback information, writing the diary, displaying the results, and filling out the teaching evaluation sheet in order to understand the implementation effect, so as to optimize teaching and learning.Finally, the teacher should pay attention to the differences of group cooperative method in different language style. We should pay attention to the point of learning based on students’ feeling and interests and development needs in the group cooperative learning of ancient poem teaching. And we should strengthen carrying out various forms of cooperation activities to excitation cooperation potentiality in the group cooperative learning of narrative teaching. And, we should pay special attention to the careful design question and create cooperation situation in prose teaching.