The Investigation And Analysis Of The Present Situation Of Cooperative Learning In Rural Junior Middle School In Nong’ An County

Cooperative learning became popular in the United States in the early 1970s, and made substantial progress as a teaching method in the mid 1970s to mid 1980s. New curriculum requirements and actively cultivate the students’ independent, cooperative and inquiry learning ability, in existing cooperative learning research in less involved in the rural middle school, the education gap between urban and rural areas, the existing research does not meet the needs of specific the countryside junior middle school language classroom, really play a role in guiding, the junior high school language education really understand the essence of cooperative learning, how to effectively use the cooperative learning and innovation for cooperation in their classroom situation of personalized learning method is very important.Nong’an County Rural Junior Middle School Chinese cooperative learning since the launch in the efforts of teachers and students, Chinese cooperative learning system gradually formed, especially in cooperative learning in introducing competition model, and in addition to according to the performance standards of dividing cooperation group, adjacent to the seat panel that sit at the same table or the front desk is temporary group. Nong’an County Rural Junior Middle School Chinese cooperative learning has made certain achievements:to group units in their classes and homework completion to join in the cooperative learning of the assessment team, stimulate the students to take part in cooperative learning enthusiasm; in cooperation with other students cultivated students’ language ability.But due to Nong’an County Rural Junior Middle School in the most remote areas, information update slowly, to carry out cooperative learning in a lot of problems not resolved timely. Therefore teachers of cooperative learning and understanding is not deep enough, for their own role in cooperative learning, status unknown, resulting in several problems in the application process of cooperative learning:one is the existence of errors in understanding of cooperative learning, classroom teachers will be part of a panel discussion on the equivalent ofCooperative learning, there is only in the classroom, cooperative inquiry class rarely cooperation; two is the existence form of the phenomenon of cooperative learning, teachers’understanding of cooperative learning is not led to some vague understanding of students’ cooperation and lack of cooperation learning, cooperative learning has become a "good student" in the hands of the form of cooperative learning activities; three after the end of the lack of evaluation system.In Nong’an County Rural junior middle school language teaching problems, this paper puts forward the following suggestions:one is to create a platform for the exchange of teachers training, the establishment of urban and rural information network, make teachers get more training opportunities, schools should actively organize exchanges between teachers of activities; two is put forward from the angle of teachers and students the role of ideas, teachers should study continuously, update their knowledge, change the traditional education idea; students should also actively cooperate with cooperative learning and teaching activities of teachers, develop their cooperative skills; three is to strengthen class cooperative learning practice, scientific and rational distribution, from the group of teachers in students in cooperative learning process the appropriate guidance and the participation of students attention and group contact between students extracurricular four aspects put forward the concrete practice Suggestions.