Junior Middle School Language Classroom Cooperative Learning Group Research

"Full time compulsory education Chinese curriculum standard"(experiment draft) in the relevant "curriculum basic idea" in the formulation of: "in language learning, advocacy of autonomy, cooperation, inquiry learning, in the determination of teaching content, the choice of teaching methods, evaluation methods, should be conducive to the formation of this learning style". Since the group cooperative learning is very consistent with this idea, many junior high school Chinese teachers are actively using this way to start teaching. Group cooperative learning is widely used in the classroom, and become a judge whether a class is reflected in the concept of one of the standards. Both Dulangkou model or Yangsi Middle School of "learning first, teaching mode in recent years have mushroomed emerging in the education sector influential model, everywhere group cooperative learning model seems to have no team it cannot reflect the class reform spirit. In this kind of teaching method, the exploration and try to get a great success, but also found that there are some problems.This paper first through consulting and combing a large number of Chinese and foreign related groups to study the literature, combined with the latest Chinese curriculum standards in junior high school, trying to analyze the concept, characteristics, organizational strategies and other characteristics of the cooperative learning, and to grasp the principles and the use of Chinese Cooperative learning. Secondly, through the analysis of the characteristics of the students’ physical and mental development in junior middle school, the paper analyzes the practical application of the group cooperative learning in the junior middle school language classroom, thus comprehensively and intuitively understand the current situation of Chinese classroom in junior middle school. Finally, through case analysis, questionnaire survey and other methods, reflect and summarize the existing problems, and develop a feasible plan.The full text of the four chapters, the first chapter introduces the concept, origin, connotation and theoretical basis of cooperative learning. This chapter mainly introduces the theory, which lays the foundation for the following. On the cooperative learning, scholars have carried out active research, American Roger Johnson and David Johnson "mutual learning mode", delis "team game contest" mode, Kagan "structure mode", American R- E- Professor Slavin "student teams achievement sharing model", Professor Sharon Israel "group study model, O long Xun" jigsaw pattern "and so on.The second chapter describes the characteristics of Chinese subjects in junior middle school, the characteristics of the physical and mental development of junior students, and analyzes the practical application of the group cooperative learning to the junior middle school students, so as to understand the current situation of Chinese class in junior middle school. Junior high school age is the most rapid development of students’ physical and mental development, the rapid development of thinking ability, learning habits, personal temperament gradually formed the golden age. Let the students have their own role in the process of positioning, training the interaction and cooperation consciousness and cooperation ability, learning how to build an equal and harmonious interpersonal relations, in the cooperation to seek progress, is the need for personal development, but also the requirements of social progress. From the perspective of the development of the students, the group cooperative learning is very suitable for junior middle school language classroom.The third chapter discusses the organization and implementation strategy of group cooperative learning, including the establishment of the group, the training of students and teachers, the principle of the following two aspects: reading, writing, and analyzing the practical teaching case.The fourth chapter is to develop a feasible plan.