Study On The Teaching Practice Of "201010" Under The Model Of "Group Cooperative Learning" In Geography Class Of Senior Three

Through literature research,this paper understands the current situation and development of the classroom model of group cooperation learning at home and abroad,and introduces the implementation process of the "201010" model of geography class in the third year of high school in detail.Through the analysis of the teaching effect after the implementation of the "201010" classroom model through questionnaire and examination testing,several problems were found.Finally,the improvement measures of "201010" mode were analyzed.This paper is divided into six parts.The first part is introduction,mainly elaborates three geography class "201010" model of classroom research background and significance of the present situation of the research at home and abroad and the research significance,research ideas and methods,technical line.The second part is the theoretical basis and connotation of the "201010" class model of geography class in senior three.Four theories,including constructivism learning theory,multiple intelligences theory,humanism theory and recent development zone theory,have laid a theoretical foundation for the implementation of the "201010" teaching model in the third year of high school.The specific connotation and extension of the implementation of "201010" model are analyzed in detail.The third part is the senior geography class of the implementation of the "201010" model,this paper expounds the background of implementing the classroom mode and concrete practice process,analyzes the implementation of the "201010" mode should pay attention to class: layout preview content,tutorial: early check students to carry out the preview contents,teaching process: the flexible control mode of "201010" and so on three questions.The fourth part analyzes the effects and existing problems of the implementation of the "201010" model.The implementation of the "201010" model mainly analyzes the effects of questionnaire and examination testing,and there are five problems after implementation.The fifth part is from the teacher and the student two aspects to write "201010" senior three classroom model improvement measures.The sixth part is the conclusion part,summarizing the basic conclusions of this study.The conclusion drawn from the statistical data of the questionnaire is as follows: the advantage of students’ geographical core literacy is obviously different,which is closely related to the key points of the training of geographical classroom.It is urgent to cultivate the core quality of geography in senior three geography classes.Three "201010" class model improved the geographical classroom atmosphere and the enthusiasm of students learning geography,improve the students’ classroom participation and mental focus,improve the efficiency of knowledge points to grasp of the students,improve the students’ problem solving skills and ability,enhance the core geographic literacy of students.The results from the examination test are as follows: the implementation of "201010" mode has improved the average score and passing rate of senior three students,and overall improved the comprehensive ranking of geoscience in jiangmen city of dongfanghong middle school.The problems found in the questionnaire and score test are as follows: the effect of pre-class preview cannot be guaranteed;How to deal with the time limit training remaining questions;The "201010" model is variable,not immutable.The participation of junior students in cooperative discussion is low.The overall score of students’ choice and synthesis questions is not high.