Research On The Influence Of Group Cooperative Learning On Junior High School Students' Self-efficacy In Geography Learning

At present,our country is carrying on a new round of basic education curriculum reform.The new curriculum reform emphasizes the need to change the traditional way of teaching students,to use appropriate learning methods,to give students the opportunity to express ideas,exchange experiences,and share results.The Standard of Geography Curriculum for full-time compulsory Education also advocates autonomy and cooperation.Inquiry-based learning provides students with motivation for sustainable learning and lifelong learning.With the deepening of curriculum reform,educators pay more and more attention to the development of students' mental health and ability,and students' self-efficacy is an important indicator to reflect the level of students' psychological quality,and it is also an important index to affect students' academic level.The important internal factors have an important influence on students' academic achievement and life-long development.Throughout the domestic and foreign research literature,there are countless studies on group cooperative learning and learning self-efficacy,but there are few studies on the influence of group cooperative learning on self-efficacy.And a small number of studies focus on high school students and college students as the object of study,so this paper focuses on junior high school students in geography curriculum through targeted strategies of group cooperative learning teaching model.To explore the influence on students' sense of self-efficacy in geography learning.On the basis of cooperative learning theory,learning community theory and self-efficacy theory,this paper studies on the basis of defining related concepts,summarizing the literature at home and abroad.Firstly,a questionnaire survey was used to investigate the current situation of group cooperative learning in the second year of junior high school,the present situation of students' self-efficacy in geography learning.The results of the survey show that the students in the second year of junior high school have a certain cooperation foundation,the cooperation skills are better but the cooperation atmosphere is poor.The sense of self-efficacy of geography learning is generally low and the scores of students' ability sense dimension are high but lack of good learning methods.Personal successful experiences have a good influence on the students' land.The influence of students' self-efficacy in geography learning is greater than that of teachers' speech persuasion and peer role models,and the influence of students' self-efficacy in geography learning is greater than that of teachers' self-efficacy and peer role models.Students are eager to change the way of geography learning and enrich the organizational form of geography learning.In view of this situation,this paper puts forward the strategies to improve the sense of self-efficacy of geography learning in group cooperative learning:(1)clarify the division of responsibilities,increase the successful experience(2)create the atmosphere of cooperation,improve the students' emotion;(3)divide the group scientifically;Strengthen example demonstration(4)set up multi-evaluation,add more words to encourage.And it is used in the experiment of group cooperative learning to improve the self-efficacy of geography learning.strategy?By comparing the teaching experiments in the experimental class 2 and class 3 of the second grade of junior high school in Kaifeng T middle school,the experimental class is taught by group cooperative learning,while the control class is taught by the traditional teaching method.Through the comparison of the teaching experiment results,the following conclusions can be drawn: the total self-efficacy score of the group cooperative learning class after the experiment is higher than that of the traditional teaching method.The effects of group cooperative learning on the four dimensions of self-efficacy of geography learning in experimental class are different.The sense of ability and effort in geography learning is improved obviously,while the dimension of environment and control is improved less.And the class that uses group co-learning is better than the traditional teaching method of the class geography performance has been improved.After the experiment,the students in the experimental class were interviewed.The students showed a positive attitude towards group cooperative learning and were willing to continue.The innovation of this paper lies in the innovation of the perspective of research,combining the theory of psychological self-efficacy with geography junior high school teaching to highlight the guiding role of educational psychology to educational practice.