A Study On The Evaluation Of The Differences Of Cooperative Learning In The Primary School's Classroom

At present, the rapid development of science and technology, information technology is widely used, the competition is no longer is the only way to development, cooperation ability is the 21st century citizen essential basic qualities and abilities. The students live in a pluralistic and interdependent family not only should learn to compete, more should grasp the cooperation skills in the field of education. The concept of cooperative learning laid roots in people's heart with the tide of a new round of basic education curriculum reform.Since 2001, the new round of basic education curriculum reform come into effect and cooperative learning have strongly advocated and common implementation in the education field for 15 years, It played a unique role was deeply loved by the masses of teachers and students in middle and primary school classroom teaching. However, with the implementation of cooperative learning in classroom, people focus on the effect is also increasing, teachers hope that through cooperation to promote students to master knowledge and skills, to make the students learn to help each other and share, with the process of implementing, the effect is unsatisfactory, the cooperative learning was caught in a cycle "cooperation for cooperation". We thought that people paid more attention to cooperative learning itself so as to ignore the role of evaluation is one of the important reasons lead to the adverse effects, in fact, to improve the quality of cooperation, evaluation is very important. Reasonable and effective evaluation system was important guarantee of high quality learning and played an important role in promoting the cooperative learning. So, what kinds of evaluation can guarantee the effectiveness of cooperative learning? The German dramatist Bertolt Brecht said "No leaves are exactly the same in the world". Ancient Greek philosopher Heraclitus also said:"people can't step into the same river twice". Ancient scholars have discovered the universality, objectivity and immutability of the differences. However, we faced the students was a tremendous difference as a separate individual life. The author thought that differences of the evaluation system were an important guarantee of high quality's cooperative learning.The thesis is consists four parts:The first part is introduction, mainly elaborated of cooperative learning difference evaluation, and research the purpose and significance, research objects, research methods and related research literature review.The second part is the theory of cooperative learning difference evaluation, mainly includes the definition of related concepts, research of theoretical basis, basic principles and so on.The third part is the study of the differences of cooperative learning: the part is the combination of theory and practice, from three perspectives of the differences of teachers, students and cooperative contents, finally, combining the differences of cooperative learning research and evaluation for reflection.The fourth part is the construction of cooperative learning difference evaluation system. Firstly, analyzes the present situation of classroom cooperative learning evaluation for reflection, and according to the different existing in cooperative learning to build the differences of classroom cooperative learning evaluation system from four perspectives of the evaluation criteria, evaluation content, and evaluation subject, evaluation method, to achieve the high quality of cooperative learning.