Study Of Appiication Of Cooperative Learning Teaching Mode In Rural Junior High School

Since Cooperative learning was introduced into China in the 1980 s, due to its advantages in promoting students’all-round development and improve the effect of classroom teaching,it has become one of the most popular teaching methods in our country, and more and more front-line teachers joined in the research and practice of cooperative learning. But the research on cooperative learning practice and experiment are mostly concentrated in urban schools, even if Du Lang Kou middle school successfully used cooperative learning teaching model in 2003, the recent ten years’ research were still concentrated in the urban middle school.Based on this,This study of cooperative learning teaching mode focus on the teaching efficiency in rural junior high school. The author selected Kang Zhuang NO.1 middle school as the research object which one is using cooperative learning teaching mode now. The author firstly studied the construction of cooperation learning teaching mode and found that Teachers had generally adopt the cooperative learning teaching mode and the attitude of students to cooperative learning was very positive. The implementation of cooperative learning teaching mode has increased the teaching quality of the whole school, but not reached the significant level of mathematical sense. The reason is that there are some problems in the class:The criteria for the classification of the group is too single, teachers’ cooperation learning teaching time control is not in place and Student’s participation is not the same. The reason is mainly reflected in two aspects, the level of school management is School leadership in the face of cooperative learning cognitive have limitations, the level of teachers are teachers did not really understand the cooperative learning content, teacher’s attitude to the cooperative learning teaching mode reform is not positive, teachers lack of implementation of cooperative learning strategies and avenues of cooperation, Based on the above analysis, the author respectively have been put forward for the school and teachers promote the cooperation learning teaching mode application countermeasures, the countermeasures of the school level including four aspects:the reform of teacher evaluation system, carry out the school-based training, and establish cooperation division mechanism, pay attention to school culture construction. Teachers’ level including six aspects:correct positioning in the role of cooperative learning, create a cooperation team culture, ensure that cooperative learning of the positive interdependence between living in cooperation with individual responsibility, improve students skills gradually, guide students to face and resolve conflict, and make sure student can play a role o in the evaluation of students.Finally, based on the analysis of effectiveness factors of cooperative learning teaching mode in rural junior high school, the author built an strategy system to improve the effectiveness of cooperative learning in rural junior high schools. The system consists of three parts:The Construction of school-based Cooperative Learning; Grasp the main factors influencing the teaching model of cooperative learning effectiveness and Construct the Strategy of Cooperative Learning System to Ensure the effective of the teaching mode.