The Experimental Study Of Problem-driven Cooperative Learning Model In Geography Teaching

With the deepening of the new curriculum reform, problem solving teaching method and cooperative learning method have been widely praised by the teachers of the students because of their remarkable advantages in promoting students'intelligence, ability and emotional development.Problem-solving methods to highlight is the teaching contents in class carrier and clues as well as students ' problem solving thought processes, and specific ways to solve the problem is often easy to overlook;organization of law students in the learning process of cooperative learning,emphasizing specific learning styles, cooperative learning insufficient emphasis on the selection and setting of specific content.Based on the characteristics of geography in high school as well as students ' cognitive and emotional development of two kinds of teaching methods need to be combined, have complementary advantages, problem driven by collaborative learning model is constructed.That teachers first according to students and subject knowledge of features formed group within different quality, and group inter with quality of subject learning group, then selected appropriate of teaching content, according to students has some knowledge experience created problem situation, students in teachers of guide and help Xia Division, sought and exploration problem solution of way, to promote students in cognitive, and emotional,and capacity, aspects Shang common development and full improve of class teaching mode.This article has the following five sections:The first part of the introduction, describes the research background, significance,and through domestic and international literature review identified a research programme, formulated the contents, methods and technology.The second part is the theoretical basis of the study, mainly from psychology and geographic aspects of teaching as an issue driven by the theory basis for the construction of the cooperative learning model.Third part is driven by problems of cooperative learning model of concrete construction.This chapter defines the meaning of cooperative learning mode problem-driven and explains the mode of teaching goals and the implementation of conditions, problems driven by collaborative learning model is constructed.Models include: the formation of cooperative learning groups, based on geography teaching content design, development cooperation objectives, training cooperation skills,establish evaluation mechanisms, which issues guidance, problem alone, issues, issue comments on four aspects.In practice, problem driven by problems of cooperative learning mode operation process in accordance with the single science, issues,problems, and issues evaluation carried out.The fourth part is driven by problems of cooperative learning in high school geographic teaching experimental study. used compared research of method, will used new teaching mode of class and used the school general teaching way of control class for geographic test results of compared, using questionnaire survey of way will experiment Qian of students and experiment Hou of students for geographic learning attitude, and learning interest, and problem consciousness, and problem solution capacity,and cooperation consciousness and cooperation learning capacity six big aspects of compared analysis.The last part is the conclusion of this study and reflection, and experimental studies have shown that, driven by problems of cooperative learning model in terms of raising students' test scores have not only good results, in terms of promoting the development of non-intelligence factors also have a significant role. But there are many disadvantages, expectations continue to complement and improve in the future.