Research On The Teaching Instructing Behaviors Of The Group Cooperative Learning In Primary School

The effective and smooth development of group cooperative learning has become the key to improving the quality of classroom teaching.However,there are many difficulties in group cooperative learning organization in the primary school.The fundamental difficulities lie in the lack of teacher guidance.In view of this,the research re-examines the instructing behaviors of teachers in classroom teaching and explores the breakthrough of practice dilemmas internally.Firstly,the research sorts out the relevant elements of group cooperative learning,classroom implementation strategies,teacher guidance strategies,and the status quo of teacher guidance.It defines the general characteristics and practical difficulties of group cooperative learning,as well as the various theoretical understandings and general characteristics of teaching guidance.Based on this,combined with classroom observations,the researcher has developed a group of research tools about teachers’instructing behaviors in group cooperative learning.The tools include four dimensions of observation indicators:(1)initiation of the subject;(2)instructing opportunities;(3)specific performance:mode and content;(4)instructing results.Secondly,the research uses the research tools to carry out the study of the classroom practice in primary school.In the research process,the researcher takes field notes,text analysis and interviews as the methods,and takes 30 lessons from the group members of W City C Primary School in H Province as the research samples.He also takes the teachers’ ingstructing behaviors of the group cooperative learning activities in the primary school as the record objects,and takes SPSS23.0 as the analysis tool.Through the description and analysis of the statistics data and the teacher-interviewing data,the research presents the results based on statistical significance.The results show that the frequency of teachers’ instructing behaviors is high,and it focus on the teachers in the initiation of the subject;The instructing opportunities are largely made up of the teacher-needing and the needing-improving,but smally made up of the idling-about and the participating-unevenly.They tend to pay attention to the common oppprtunities and the teachers-causing oppprtunities,and the difference between the subjects is significant;The teachers’ instruction mode is mainly based on query language and declarative language instruction.The use of the instruction language is not ideal and the instruction language is used frequently.The mode is slightly closed,with less action,and the neutral emotion prevails.The difference between the subjects is significant;The content of the teachers’ instruction is dominated by cognitive guidance and supervising-behaviors guidance,but lack of evaluation guidance and group cooperative learning guidance.And the difference between the subjects is significant;The results of teachers’ guidance are mainly positive acceptance,and there is no difference between subjects.Furtherly,it is found that the situational suitability of the discourse guidance,the discourse variation phenomenon,and the guidance level should be paid attention to;In the guidance content,attention must be paid to the deviation of supervising-behaviors guidance,the lack of evaluation guidance,and the unsatisfactory of the group cooperative learning guidance.Whether the thinking that the teachers perceive the problem situation is fluent,the sensitivity of the teachers’ response,the characteristics of the instructing opportunities,the teachers’ external authority,etc,may be the reasons why the subject difference exists.Therefore,in the follow-up teaching practice,the teachers should firstly focuses on the four types of problem situations that often go awry;Secondly,they should change the way of perceiving the problem situations and construct the problem-solving mode,such as "perceived-judgment-negotiation-retrospection-adjustment";Thirdly,they should adjust the cognition and understanding of relevant factors of effective teacher guidance;and fourthly,they should explore the operable pathes of optimizing teacher guidance.