To Explore The Feasibility Of Cooperative Learning In Senior High School Under Current Chinese Teaching System

In the current world, cooperation has been a kind of indispensable capacity which modern people should have. How to master cooperative skills and learn to survive and develop in the course of cooperation have become one of the most important topics. In recent several years, the scholars and the front-line teachers of middle and primary schools in our country have conducted comparatively large-scale systematic research, as well as have obtained a good effect. However, most teachers have not conducted studies by contrasting cooperative-learning in Chinese class between two senior high school.This article aims to study the theory of cooperative learning and its pattern and observe cooperative learning mode and attempt to evaluate its validity by students whose roles as a member in a group and a observer. Thus, relating the theory to the real teaching to construct a kind of Chinese teaching pattern which is on the basis of cooperation and is suitable for "ordinary senior high school student".This paper is divided into four parts:The first part describes the basic connotation of cooperative learning,detailed analyzes the concept and era’s characteristics of cooperative learning, theoretical foundation and present significance of cooperative learning.The second part summarizes the current condition of cooperative learning in Chinese classes, primarily analyzes some practical cooperative learning patterns in terms of "the ordinary senior high school students’characteristics of the "R Version" senior high school textbooks.The third part analyzes the datum of questionnaires which contrast No.l Senior High School of Wuhan Economic Development Zone with Huangzhou Middle School, discusses what problems existed in cooperative learning of senior high school Chinese teaching, puts forward the reasons for these problems.The fourth part reflects on cooperative learning. According to the disadvantages of cooperative learning itself,points out effective team-building design, chooses effective learning timing on the basis of teaching content, changes the evaluation pattern and to be supported by schools and households, meanwhile, guides on the skills how to reflect.