Research And Practice Of Chinese Cooperative Learning

"Cooperative learning" is a historical yet novel teaching technique which helps to update teaching philosophy strategies. It has far-reaching intellectual context and theoretical foundations. It redefines the traditional class. With the aim of "learn something" instead of "teach something", students take the leading role of the class, and they desire to learn instead of being required to. It changes the ossified relationships between teachers and students into open and inspirational ones. It not only encourage innovation, but also promote improvisation for both teachers and students during active interaction. It rectifies the teaching focus by emphasizing the combination of the subject and students themselves. On the other hand, it has more profound impacts on the students’academic performance, cooperation skills and mental health.In 2001, China’s new round of curriculum reform promoted cooperative learning to an important position, and this teaching method has been widely implemented in schools. Specifically for the terms of Chinese subject, because of the particularity of its nature and course idea, it can flourish maximize the subject’s connotation and value of the subject course. Therefore, this paper based on the theory of cooperative learning and curriculum reform background, this paper inspected entered into the high school language classes. It obtained the inspiration from experience and as well as found insufficiency from practice. This paper also tried to usher the cooperation learning teaching mode suitable for Chinese class in Senior High School.Thesis is divided into three parts:Chapter Ⅰ:The theoretical interpretation of Chinese cooperative learning. It was involved in the definition of cooperative learning, the theoretical basis of cooperative learning, as well as the basic orientation and application value of Chinese Cooperative learning. In this paper, the cooperative learning is defined as the teaching activity that is based on small groups. Team members do their duty, help each other and promote each other, in order to achieve common learning goals and common reward.Chapter Ⅱ:The investigation and analysis of Chinese cooperative learning. It takes the NO.1 Senior High School of Wuhan Economic Development Zone as a research object, using the method of questionnaire investigation, interview, action research method and so on. It adheres to the principle of authenticity and objectivity, and starts from the different point of view of teachers and students. It summarizes the experience of cooperative learning of Chinese language teaching in high school, and analyses the problems existing in the process.Chapter Ⅲ:The strategy of Chinese cooperative learning. Aiming at the problems pointed out in the second chapter, this chapter formulates some specific and feasible teaching strategies. The improvement suggestions are put forward involving the preparation stage, the implementation phase and the evaluation stage of the Chinese cooperative learning. It is combined with the reading teaching, writing teaching and comprehensive learning. In order to improve the present situation of Chinese teaching of the high school, it established an integrated, systematic and structured cooperative learning teaching mode.