Cooperative Learning In Senior High School Chinese Teaching Practice Research

In the 1970s, the rise in the United States, cooperative learning, and attracted the attention of domestic and foreign scholars. In the nineties of the last century, the introduction of the concept of cooperative learning, after our educators theory and in practice have achieved certain results. With the new curriculum requirements, the concept of cooperative learning more and more educated of all ages in 2003, the People’s Education Publishing House "ordinary high school language curriculum standards (trial), " the third part of the teaching suggestions made it clear that " to actively promote independence, cooperation and explore ways of learning, "also proposed to" encourage cooperative learning and promote mutual exchanges of students and common development, promote the teaching and learning of teachers and students’requirements. Thus, cooperative learning will soon be applied to Chinese teaching.2012 Guangxi fully join the tide of the new curriculum, under the guidance of new ideas, we continue to absorb what had been achieved in the area of curriculum classroom teaching, especially in cooperative learning is applied to language classroom more and more. While high school language learning disciplines are also working to make progress, but we use cooperative learning approach in high school language classroom and achieved certain results, but also need to calm thinking, dialectical analysis, summarized its drawbacks lies.And there when we use cooperative learning in the classroom in high school language currently malpractice main problems:First, "blindly follow" phenomenon. Copying other people’s cooperative learning model, not the actual situation of the school, the results show "Orange Health Huainan was orange, trifoliate orange raw Huaibei, " the NA phenomenon; second is the "drift" phenomenon. The Panel believes cooperation is to combine students and allow them to solve problems, not to guide, not to management, let the students from there than from painting, free learning, no matter what do high-profile recognition, the students put no no constraint management free rein among the results of student discipline is getting worse, but performance as before. So some teachers began to complain, said:"Look, not to say that the results of achievement curriculum okay but not as good before?" Such misconceptions; the third is "visible atheism" phenomenon. Cooperative learning shape is there, for example, group division of labor cooperation, but in a real process, not a lot of details to consider, many factors not default, resulting in a classroom on the left "fun" of such a "tangible godless" false cooperation phenomenon.In the deepening of quality education, to explore the existing language teaching strategies PEP high school teachers teaching language change teaching methods to mobilize the enthusiasm of students to learn the language, improving Chinese teaching efficiency, high school language teacher become an urgent need to study and solve The problem. A lot of information and proved that cooperative learning is an effective way of learning. It can be a good solution to the current inefficiencies exist in language teaching, but this theory in high school language teaching, specifically how to use it? This article will use the practice of cooperative learning methods in high school language teaching is stressed.The first part of this paper, mainly through literature research, to clarify the meaning of cooperative learning and research status and the theoretical basis of cooperative learning cooperative learning at home and abroad; the second part, the use of language teaching high school significance, mainly to improve students’ language learning interests, abilities and improving teachers’ research aspects of language teaching research; the third part of cooperative learning in high school language teaching is bound to, requiring major new curriculum reform, high school students and the characteristics of Chinese subject internal demand talk about several aspects; the fourth part through case studies of cooperative learning in high school language teaching practical application, mainly from the cooperative learning in the classroom teaching high school language practice to study the use of life and cooperation, and cooperation from the use of case analysis performers, cooperative inquiry issue, homework collaboration and co-recite poetry to illustrate several aspects of the practice of cooperative learning mode of operation in high school language classroom. The fifth part of cooperative learning research some problems arise in high school teaching, the learning operation is intended to promote cooperation in language teaching in high school tend to be more perfect by the deficiencies play a real role of cooperative learning.Through research, the following conclusions can be drawn:the use of high school language classroom cooperative learning, not only can improve the ability of the teacher’s teaching and research, but also to improve student learning. In the process of teaching high school language classroom, the teacher can do as long as the establishment of a scientific group, the issue of setting clear, the responsibility of the division of tasks, schedules rationalization, strict supervision and discipline, diversification evaluation incentives, etc., it is possible to improve students’language learning interest and improve students’ ability to learn languages, improve high school language classroom teaching. Of course, in actual operation, but also the characteristics of the article to cooperate diversification of teaching to the advantages of cooperative learning to optimize the effect of the use of language teaching in high school. At the same time I also hope that through the practice of research, for the majority of teachers in high school language professor at the time, to provide some effective practice experience.