Research On Application Of Cooperative Learning In Geography Class In High School

With the continuous development of education reform in our country,the middle school classroom teaching is also undergoing profound changes.Cooperative learning in improving students' learning interest,improve the effect of atmosphere of the classroom has been widely confirmed that cooperative learning combined with the hardware requirements is low,the advantages of the maneuverability is strong,make the cooperative learning is widely used in classroom teaching,promote the teaching method in classroom teaching and change the way of learning.But found in the education practice,due to the backward areas of education reform practice of late start,lack of practical experience,the application of cooperative learning in class exist in the grouping problem such as audio,formal cooperation process,makes the cooperative learning in senior high school geography classroom not fully play a proper role.In this paper,by analyzing the related literature,combing the concept of cooperative learning,the comprehensive analysis in the domestic and foreign research status about cooperative learning in the teaching,the theory of social interdependence,constructivism,hierarchy theory,cognitive refinement and multiple intelligence are the theoretical bases of this paper.Based on geography teacher interview and student questionnaire in the practice school ShangCai middle school,and combined with classroom observation and teaching practice,understand the current situation of cooperative learning in high school geography teaching.To summarize the status quo analysis,found that teachers and students are more recognized this kind of teaching mode,cooperative learning that cooperative learning can improve the learning interest,active classroom atmosphere,promote the students' cooperation consciousness and cooperation ability.This paper analyzes the problems existing in the high school geography cooperative learning and its reason,mainly displays in: the inadequate preparation before class,students to preview before class,students participation in the cooperation study is not balanced,geographic outstanding students and group leader than any other students active;The formation of the group is not scientific,it is generally the nearest principle,and it is not in conformity with the principle of "inter-group homogeneity and intra-group heterogeneity".The content of cooperative learning is single,which is mainly based on geography textbooks and exam papers,which cannot meet the students' needs for geography learning;The teachers,improper handling of the cooperative learning process is mainly manifested in the time when they mistake themselves as "leaders" or "bystanders" and not leave the students to think before cooperative learning;The evaluation process can not keep up with many teachers who do not evaluate or simply evaluate the content after cooperative learning.Based on the above problems,combining relevant theories and teaching practice,this paper puts forward some countermeasures to solve the problem from two aspects: students and geography teachers.Students,enhance cooperation consciousness,pay attention to the geographical cooperation study;Strengthen self-learning awareness and strengthen self-monitoring in cooperative learning;Enhance self-confidence and actively participate in cooperative learning.In the aspect of geography teachers,a reasonable geographical cooperative learning group should be formed,which should be arranged in a comprehensive way,focusing on the division of labor and cultural construction.Based on the curriculum standard,combining with the students' real life and abundant cooperative learning contents;Create a relaxed and democratic classroom atmosphere and provide environmental support for cooperative learning;To change roles,actively organize,manage and guide cooperative learning;To build a diversified evaluation model,adhere to the principle of combining the subject's diversity,results and process evaluation,individual contribution and group achievement.Comprehensive the above analysis and teaching practice,build the geography classroom cooperative learning the basic process: establishment situation,ask questions,case study,independent thinking,cooperative learning,show-class summary,knowledge-class testing and comprehensive evaluation.