The Theory Of Cooperative Learning In Middle School Language Classroom Teaching Strategies

In a new round of curriculum reform, our country pay more attention to students in the education teaching mutual learning, discussion, make students improve the learning efficiency in communication, discussion, and to promote the initiative to build knowledge, to realize their all-round development. Cooperative learning teaching strategy is consistent with the direction, thus attracted much attention, there are many people applied to the study in middle school language classroom teaching, due to the language discipline has its own characteristics, so the language classroom teaching strategy of cooperative learning has its different from other subjects teaching strategy, the need for specialized research.This research mainly take cooperative learning in middle school language classroom teaching strategy as the research object, using literature study and investigation study method, through search in the literature and actual survey of language classroom teaching.In this study will be the definition of "language classroom" summarized here:for the purpose of oral language and written language as the main teaching content of Chinese curriculum and teaching activities, all things, and activities in the classroom. Based on "teaching strategy" and "cooperation" definition of discussion, this study defines cooperative learning as a kind of collaborative teaching strategies, carried out in the form of group, dominated by teachers, students as the main body, the interaction between students and teachers, study around the same target, finally complete the task together, and the team’s overall performance as the main evaluation based on the teaching strategies.This research mainly from the characteristics of cooperative learning in middle school language classroom teaching strategy, implementation present situation and the reason analysis, and implementation of effective conditions to research the path from several aspects.First, the characteristics of cooperative learning in middle school language classroom teaching strategy is mainly based on the characteristics of Chinese subject teaching to put forward, in which the target, content, form and evaluation.Secondly, cooperative learning in middle school language classroom teaching strategy implementation present situation exists class into formal cooperation, teachers and students to participate in disequilibrium problem for the guidance of the cooperative learning does not reach the designated position. The reasons for these problems are mainly:it is difficult to fundamentally change the traditional teaching form, students’ cooperation consciousness and skills on the lack of teachers in cooperative learning theory and the lack of understanding and practice operation level.Then, aiming at some problems in the implementation of the status quo and the reasons, respectively from:cooperative learning motivation, clear cooperative learning task, teachers’ activities, optimize the group learning activities, the reasonable end five aspects to illustrate how cooperative learning activities in the middle school language classroom cooperative learning teaching strategies on the implementation of effective conditions, so that it can more effectively implemented.The last, analyzed the implementation of cooperative learning in middle school language classroom teaching strategy path, specific implementation measures mainly include:the design of the learning content, learning group cooperative learning, classroom arrangement and layout, the structure of the building and learning evaluation.Of course, as a kind of teaching strategy, cooperative learning in middle school language classroom can’t be in the form of fixed, it is a dynamic process, the design and implementation of cooperative learning teaching strategies need to choose according to actual situation of the specific classroom teaching and the decision., however, the study of middle school language classroom cooperative learning teaching strategies can also help make good teachers in the design of cooperative learning to grasp a general direction and avoid some problems, improve teaching efficiency, so as to promote the all-round development of students.