The Practice And Thinking Of Group Cooperative Learning In Biology Teaching Of Senior High School

The new curriculum standard put forward the teaching mode of autonomy,cooperation and inquiry.The cooperative learning was widely applied to teaching practices,which conformed to the trend of the new curriculum reform in China.Biology is a basic subject including laboratory teaching.The high school biology class strives to guide students to actively construct knowledge through cooperative inquiry so as to achieve mutual improvement in knowledge and ability.At present,the research and application of group cooperative learning in biology teaching in senior high schools in our country is lagging behind that of western countries,especially in rural areas where the concept of education is relatively backward.There is still much room for research.Based on the biology class teaching of Guangshan No.2 senior school,this article carried out the research on the group cooperative learning.Questionnaire surveys and teacher interviews were used to understand the teachers' and students' knowledge and acceptance of the group cooperative learning.The survey results showed that despite the fact that the school had a certain background in education reform,most of the education reform activities were in the form;students' concept of group cooperative learning was still ambiguous and they lacked a sense of cooperation in learning;most teachers were not familiar with the concept and implementation methods of cooperative learning in groups.In response to the above situation,the countermeasures for the group's cooperative learning in the school were proposed: enhancing the students' understanding and attention to the group's cooperation;helping the students to prepare for the basic knowledge;deepening the understanding of the group's cooperative learning,improving the teaching ability,etc.These measures were applied to teaching practice to analyze the effectiveness of cooperative learning.Whether or not the use of group cooperative learning methods was used as an independent variable during the practice,the experimental class and the contrasting class were set to carry out one semester comparative teaching.In the experimental class,different groups of cooperative learning cases were designed according to the differences in teaching contents and types of classes,and applied to practical teaching;while the control classes followed traditional teaching methods for classroom teaching.A comparative analysis of the test scores and post-test questionnaires of the two classes of students concluded that group cooperative learning in high school biology classrooms is a method that can effectively improve students achievement.It also discovered the students' cooperation consciousness?cultivated the students' ability of cooperation,and enhanced the students' emotional experience.It promoted a change of ideas and enhanced confidence in teaching for teachers.Cooperative learning in high school biology classrooms received positive feedback from students and achieved good results.However,there were some problems in the application of group cooperative learning in high school biology classrooms,such as the lack of cooperation skills between teachers and students,limited ability of teachers' organization,and so on.In response to the aforementioned challenges,some basic methods and a lot of implementation strategies of group cooperative learning in high school biology teaching will be a case study for the efficient classroom study of new curriculum biology.