Junior High School Geography Cooperative Learning Effectiveness Research In Guilin, For Example

Cooperative learning is to point to in the teaching process, in order to study group for teaching basic organization form, between teachers and students, between students and students, through coordination of activities, each other mutual learning task, and the team’s overall performance as the main basis for a kind of teaching strategy. Contemporary famous American education critics Ellis (Ellis, A.K.) in the studies of education reform, said:"cooperative learning, cooperative learning), if not the biggest education reform in contemporary, it is also one of the largest of which at least." Cooperative learning teaching method to use has been all over town junior high school to demonstration, private junior high school, public junior high school junior high school, but as a result of the use of formal, subjective, participation, imbalance, and many other problems, the lower the effectiveness of cooperative learning. The advantages of cooperative learning and practice the contradiction of inefficiency in today’s education has become a hot topic.Based on the cooperative learning at home and abroad for reference, the effectiveness of the related work, the theory of constructivism, cognitive, hierarchy of needs theory and group dynamics theory as the theoretical support, in Guilin, for example, to select the education level of junior high school in Guilin, including demonstration school foreign language school affiliated to Guangxi normal university,13 middle school in Guilin, and public junior high school run by the local middle school Ren Yuan middle school in Guilin, and the town junior high school four schools, such as wood high school students as the research object. USES the combination of qualitative analysis and quantitative analysis, questionnaire investigation and observation method, knowledge of high school geography cooperative learning effectiveness, the development present situation, problems, influence factors and effective strategies are analyzed and the research, lists the experimental case, made detailed analysis before and after the test.Paper to take the form of questionnaire, investigating the four middle school students in Guilin, respectively is foreign language school affiliated to Guangxi normal university,13 middle school in Guilin, Guilin Ren Yuan middle school middle school and the wood, questionnaire covers the junior high school is grade three, distribute the questionnaire of 600 students, effective recovery of 576. According to the student questionnaire survey analysis, the conclusion mainly includes:(1) the teacher generation problems of low quality, discuss content simplification; (2) the teacher resources development and insufficient in learning, can’t meet the learning needs of students; (3) the teacher in the student group is not reasonable, management in the group free loose; (4) the students lack of cooperative skills, difficult to accept different views; (5) students not a positive interdependence, cooperation degree is not high. (6) students and teachers did not form the habit of reflection, influence the learning efficiency. On the basis of the study, and find out some factors influence on the effectiveness of middle school geography cooperative learning:(1) the quality of the teachers’ generation problems; (2) teachers’ teaching preparation; (3) heterogeneous grouping; (4) of the students’ cooperative skills; (5) the enthusiasm of students interdependence; (6) reflectionAround the influence on the effectiveness of cooperative learning middle school geography factors, put forward improving the effectiveness of junior high school geography cooperative learning strategy:(1) teachers need to be carefully designed to discuss problems, improve the quality of the problem; (2) teachers need to fully prepare teaching software and hardware; (3) the teacher through heterogeneous group to drive the cultivation of the students with poor grades and social skills; (4) accurate expression and communication, acceptance and support each other, a constructive problem solving three level gradually transition cooperation skills; (5) the goal, reward, roles, resources, four interdependent; (6) reflection between student groups, teachers learn to do the researchers...