Junior Middle School Language Problems In Cooperative Learning And Strategy Research

Cooperative learning in the United States in the1970s, and growing as a relatively complete system of a teaching strategy. Now, cooperative learning theory has been widely used in primary and secondary schools in many countries in the process of teaching, teaching strategy and become an international mainstream. In the1980s in our country has introduced the foreign theory of cooperative learning and research,\"the full-time compulsory education Chinese course standard\" in the curriculum of basic idea of clear requirements\"actively advocating independence, cooperation, explore learning methods\". To write the requirement of\"cooperative learning\" into the new standard, different areas,the exploration of cooperative learning different subjects. The new curriculum reform in ten years, the concept of\"cooperative learning\" is widely spread in our country. Although our country’s education researchers to explore cooperative learning theory and practice, also has obtained the certain effect. However, there are still some problems in the cooperative learning practice and myth. This paper discusses the junior middle school Chinese cooperative learning has problems, and analyzes the cause of these problems, puts forward the countermeasures and methods to solve the problem.This paper is divided into four main parts:the first part mainly aims at the overview of cooperative learning, including the development history of cooperative learning, connotation definition, theoretical basis and its significance. The second part mainly expounds the problems existing in the junior middle school Chinese cooperative learning, mainly for the preparation stage, implementation stage and the problems existing in the evaluation phase. The third part is mainly found in view of the above question put forward solving strategies. The fourth part is summed up the junior high school Chinese cooperative learning of the concrete implementation process, in order to have significance on a line of education work.