Research On The Coordination Strategy Of Cooperative Learning In Junior High School Biology Classroom

The cooperative learning as a teaching theory and learning way has swept the world education system because the effect is significant. It can active classroom atmosphere, highlight the dominant position, stimulate the curiosity and sense of innovation, cultivate the team spirit of students, what is more, the effect is obvious in the aspect of improving student's academic achievement. To keep up with the development of era and meet the new demands for talents from society, our country's education system at all levels under the call of the national education policy, combining with the present situation of education raise a hot wave of cooperative learning.However, in the process of internship, find that there are still some problems for the use of cooperative learning in some high school biology class. By classroom observation and teacher interview, I sum up the main problems:the content of cooperative learning is improper, lack of teacher regulation, classroom disorder, formal cooperative learning and students participate uneven. And these problems binder the deep value play of cooperative learning. In cooperative learning, teachers should create activity conditions for cooperative learning, design and organize, participate and coordinate cooperative learning activities, as well as guiding cooperative learning evaluation. so we can see that the key to solve problems related to cooperative learning is the full play of teacher role in the cooperation.Therefore, combing junior high school biology classroom teaching practice and subject characteristics I analyze the reasons profoundly and put forward the some regulating and controlling strategies for junior high school biology classroom cooperative learning.1. Cooperative learning content selection strategies, including the correct choice of cooperative learning content, scientific setup problems;2. Classroom discipline regulating and controlling strategies, including correctly handling the relationship between teachers and students, clear division of responsibilities, formulating rules of cooperative learning;3. Teachers'self-regulation strategies, including the upgrading of teaching skills, acting their roles well, implementing self-reflection;4. Students'self-regulation strategies, including clear learning responsibility, developing cooperative learning skills, cultivating self-confidence.I chose two classes as experimental object based on control principle. In the process of cooperative learning, experimental class is under a planned, purposeful regulation and control, while class is in the norm of conduct cooperative learning activities. With questionnaire, grades, interest table as experimental tools before and after the test. Data analysis show that the above strategies are feasible, if teachers can implement effective regulating and controlling strategies in cooperative learning, it will contribute to improving students' interest in learning biology and students sense of cooperation and skills, making teachers and students closely, improving students'biological performance. But in the course of implementation, teachers should not rely too much on strategies and methods, but also enhance their own charm to be a popular teacher. Students like this teacher also like his course,what is called "Pro-his teacher, The letter of its Road".