The Group Cooperates To Learn The Practice In The Teaching Of High School Physics

With the further development of society, works performed by human are more refined and more scalable. It becomes more and more important to be collaborating between individuals and groups and the sense of cooperation and skill has become a necessary quality of modern people and an important factor to meet with success. Thus, we shall start from elementary education to develop the sense of cooperation and skill of students by certain ways, create opportunity of cooperation in school, lay a solid foundation for their future development, and develop useful talents for the country.However, domestic theories related to cooperation learning are not so mature and there is no cooperative inquiry teaching program formed to be spread all over the country. Many schools started class designed on the basis of group cooperation vigorously but come to an eventual end finally, which is unfavorable to develop society-needed talents or develop cooperation skill or sense of students. Taking above issues into consideration,The writer personally participated in the transformation of high school physics teaching in Xi’an Tieyi Binhe School, adopted group cooperative inquiry teaching method in practice, aimed to develop the awareness and ability to cooperative inquiry of students and expected to explore out a teaching road fitting high school physics group cooperative inquiry teaching.Through experimental comparison and students interviews methods, research contents of this paper are as follows:(1) Based on the above practice, this paper presents a teaching process of high school physics group cooperative inquiry teaching process in Xi’an Tieyi Binhe School, comprising the following four aspects:①practice in preview class group cooperation; ②practice in class group cooperation; ③practice in homework arranging, marking and evaluation group cooperation; ④teachers develop group leaders.(2) Studied the influence to students’ examination results and personal development of this process;(3) Proposed problems in implementing group cooperative inquiry teaching process, thenput forward strategies for solving the existing problems.The paper inferred the following conclusions:(1) The influence to students’examination results is significant. The effect of group cooperative inquiry teaching is much better than traditional model.(2) Through group cooperative inquiry teaching, students’view to physics has been changed. Students’interest to study physics has been improved.(3) Thisprocess makes students form the quality to cooperate step by step, which is good for them to adapt the development of future society.(4) During group cooperative inquiry teaching, the effect can be optimal only after bringing their initiative into play, which needs teachers grasp knowledge deeply, prepare lessons fully, and make physics relate to life closely.(5) During group cooperative inquiry teaching, teachers shall make full use of the group leader; do well in developing the group leader to be teachers’confidant and manage the group from the behalf of teachers, which will make teach more effective.