Junior High School Group Cooperative Learning Problems And Countermeasures Research

Being a teaching theory and strategy which is full of sense of innovation and actual utility,group cooperative learning was developed in the U.S.A.in 1970 s.Up to now,cooperative learning has been adopted in many countries and its influence is becoming broader and deeper.Chinese education experts have conducted extensive researches on group cooperative learning both theoretically and practically,and have got significant achievements.However,some implementing problems and cognitive mistakes in group cooperative learning remain unsolved.Without suitable solutions,these problems and mistakes will become a double-edged sword in teaching,which will influence learning and developing process of students greatly.This thesis is aimed at exploring problems in group cooperative learning,investigating their causes,and proposing corresponding solutions.By means of document analysis method,questionnaire survey,interviewing method,and observation,the present thesis conducted researches in junior high school F on problems and their countermeasures in group cooperative learning.Problems that were found in group cooperative learning in junior high school F including superficial understanding of group cooperative learning,reducing of the goal reaching degree in classroom teaching,overdependence on quantitative evaluation,intensifying group-dependence of students with learning difficulties,unsuitable grouping and training,etc.The reasons are as following,rice-planting seating arrangement without considering disciplinary differences,lack of professional training for teachers in school,teachers? indefinable self-positioning and self-cognition,unilateral and mechanical group evaluation methods,students? puzzled and floundering cooperative willingness,nearly blank instructions on students? cooperative skills,etc.Considering causes of the above problems,countermeasures have been put forward;including school?s strengthening policy support,consolidating theoretical instructions,diversifying evaluation methods,reinforcing construction of cooperative learning groups,and enhancing students? intrinsic cooperative consciousness and skills.The main body of the thesis is composed of five parts.Part One states causes of the problems in group cooperative learning by reviewing relevant literature and points out methodology and significance of this thesis.Part Two defines central concepts used in this thesis.Group cooperative learning is a kind of teaching method that regards group as learning subjects and encourages students in each group to cooperate with each other in the process of solving problems.This teaching method is expected to help students in improving their academic performance,cultivating their language competence,and enhancing their communication and cooperation ability.Part Three focuses on analyzing the practical significance of group cooperative learning in junior high school.Group cooperative learning will benefit students in their emotion development,reduce polarization effectively,and help teachers in their role-transforming.In Part Four,the author made a case study of group cooperative learning problems in junior high school F,and tried to discover the possible causes.Part Five consists of four corresponding suggestions on the above mentioned problems.The basic viewpoint of the present thesis is that the validity of group cooperative learning relies on ?how to use? rather than ?whether grouping? or ?degree of grouping ?.As to the effects of group cooperative learning,we should affirm its positive role,attend to problems in group learning and reduce or solve problems by using reasonable strategies to realize its ultimate role of service in teaching.