Investigation Of The Status Quo Of Cooperative Learning In Primary Science

Because of new science curriculum reform,cooperative learning as an effective teaching method has been widely used in the middle school classroom,and combined with the theory and model of informative education,cooperative learning is also the renewal of a new life.In the study,cooperative learning has been in many disciplines to prove the improvement in learning achievement and promote learning motivation is better than the traditional classroom learning,and teacher-student interaction,hot content and quality of students' interaction is often as research.But we should also see cooperative learning there are still many problems in the practice of primary science education classroom in primary science education classroom in the research of cooperative learning situation is still relatively small,therefore,the author hopes that through investigation of the primary science education classroom cooperative learning to enrich the existing research,combined with their own practical experience to provide some practical strategies for primary science education teacher reference.First of all,on the basis of constructivism theory on the basis of summarizing the specific characteristics of primary school science classroom cooperative learning,and through the comprehensive analysis of domestic and foreign literature,on the basis of cooperative learning Johnson proposed five basic components,Celia Kaendler proposed the classroom cooperative learning framework and other related theories,summed up the investigation content of primary school science classroom corresponding cooperation learning and the formation of structured cooperation primary school science classroom learning situation questionnaire(questionnaire)and cooperation of primary school science classroom learning situation and teacher interview outline.And then through the expert guidance to modify,test and modify the questionnaire,questionnaire reliability and validity test of a series of processes to ensure that the questionnaire and interview outline of science and quality.In the investigation,the author chose Z four different nature of the primary school of 291 pupils and 6 primary school science teachers as the research object,using the method of questionnaire and interview to investigate the combination of research on Cooperative Learning in primary school science classroom.The investigation results are positive factors,students are students to discuss cooperation skill level is higher;the clear division of labor cooperation;interactiveparticipation in place;promote the development of self cognition,get some cooperation ability.The positive factors of the teachers are: the cooperative learning theory is solid;the attitude is positive;the goal of cooperative learning is clearly defined;the reasonable allocation of the number of people can realize the effective interactive guidance and supervision;Teaching reflection on the realization of teaching objectives in several ways.In the existing problems,including the problems existing in the students:cooperative learning is not fully prepared;the lack of some cooperative learning skills;do not attach importance to the results show link;cooperative learning motivation level is not high,the conflict resolution capacity needs to be strengthened.The problems of teachers include: cooperative learning instructional design is not perfect;the problems of monitoring and support for cooperative learning;cooperative learning evaluation form a single;teaching reflection is not sufficient.According to the present situation of primary science education classroom cooperative learning,this research puts forward suggestions from two aspects of teachers and students,the students include: actively conduct a comprehensive cooperative learning;strengthen interdependence between individual responsibility and team members;enhance cooperation skills,improve the quality of interactive participation;Positive reflection,consolidate cooperation learning achievement;suggestions for teachers include: improve the instructional design of cooperative learning cooperative learning;effective monitoring process;provide the effective support of cooperative learning content and methods;choose the appropriate evaluation of cooperative learning strategies;strengthen the reflection of teaching learning process and effect of cooperation.