High School Geography Classroom Teaching Research Based On Cooperative Learning

With the steady progress of basic education reform, "classroom revolution" has become a major focus of the education reform and breakthrough. Cooperative learning is widely used in the current classroom teaching, promote the way teachers teach and students learn both the double shift, impel the transformation of classroom teaching. Cooperative learning at the same time, many problems appear in the teaching practice, leading to failed to give full play to the advantages of cooperative learning. Therefore, to re-examine the cooperative learning theory and practice is not only the premise of cooperative learning to power, but also the inevitable demands of promoting teaching.Firstly, paper combs the development of the cooperative learning theory through literature research and inspects the character of geography classroom teaching, to refine the the basic ideas of geographical cooperative learning, as a theoretical basis for this research. Secondly, interview 10 geography teachers and part of the students and survey the two classes of geography teaching process in classroom of S High School in Suqian, investigation the practice of cooperative learning geography situation and summarized the problems. Finally, in view of the basic ideas of geography cooperative learning diagnostic the present issues in geography classroom teaching and demonstrate the construction strategy.This research put forward the five basic ideas of geography cooperative learning: set up consciousness of change the geography classroom teaching, independent cooperation explore to establish "the trinity", create relaxed classroom geography teaching order, explore the depth of the interaction between teachers and students, develop the geography curriculum resources, etc. According to the survey, the inadequacy of the current geography cooperative learning divided into five aspects, and suggestions are proposed respectively: propose the strategies in the teaching conception such as set up "trinity" classroom teaching, set up learning community; propose the strategies in the form of cooperation such as promote interdependence and mutual learning between students, improve the students’ cooperative skills, create a loose order of geography classroom teaching; propose the strategies in the cooperation between students such as encourage free learning, advocating multiple dialogue between the students, "borderless learning" enrich the students’ geography knowledge structure, competition promote cooperative learning; propose the strategies in the cooperation between teachers and students such as design cognitive conflict between students, train students’ geographical thinking, clever "deal with" the results of students’ cooperation; propose the strategies in the terms of cooperation carrier such as development geography curriculum resources, explore the geography classroom teaching informatization, to construct the geography teaching paradigm of cooperative learning.