Research On Cooperative Learning Organization Strategy Based On Flipped Classroom

For a long time,in the teacher-led classroom,most of the students learn passively,lack of problem awareness,and they can not have a good internalization of knowledge.In recent years,in order to improve students’ initiative and cultivate a variety of abilities,in many chinese colleges and universities,some teachers have adopted the teaching mode of flipped classrooms,and conducted related empirical research.Studies have shown that flipped classroom has a positive effect on improving their enthusiasm and encouraging students to self-study,cultivating students’ problem awareness and creativity,forming good interpersonal relationships.Self-directed learning and cooperative learning are two essential parts for the flipped classroom.Through a survey of a professor’s flipped classroom,It’s found that there are some students had a weak sense of team awareness and responsibility in the cooperative learning process,the responsibilities of members were not clear,the tasks were not well assigned,and the incentive mechanism was lacking,which makes cooperative learning is not efficient enough.This study analyzes the relevant literature and finds that there are more implementations of cooperative learning in primary and secondary schools in China.There are many researches on cooperative learning in English teaching in universities,and there are few other disciplines.About the flipped classroom,research at home and abroad is currently in a period of rapid development.Foreign countries pay more attention to the effect of cooperative learning and active learning in flipped classrooms.In recent years the flipped classroom in China is one of the hotspots in the research of education and teaching reform.Among the research results,there are relatively many studies on the reform effects of higher vocational colleges and colleges and universities.There are few studies that combine flipped classroom with cooperative learning.In order to optimize the teaching effect of flipped classroom and improve students’ participation,this study focuses on the status and problems of collaborative learning based on flipped classroom.In view of the problems of the number of groups,the uneven distribution of tasks and the lack of incentive mechanism in the collaborative learning of flipped classrooms,a cooperative learning organization strategy to solve these problems has been formulated: organizational grouping strategy,organizational role allocation strategy and organizational evaluation strategy.The organization strategy is implemented in a real flipped classroom,and various data are collected to analyze the effectiveness of the strategy.This study uses the quasi-experimental research method and the survey method tocollect and analyze the data of the two classes of the flip-table collaborative learning and the application of the strategy.Finally,the following conclusions are drawn:(1)In the flipped classroom,the organization grouping strategy is adopted,and the group cooperation effect is obviously developed from the initial running-in to the more effective direction;(2)the organizational role allocation strategy is adopted in the flipped classroom,and cooperative learning tasks are more clear.More specifically,the team members contributed to the panel’s special research;(3)using the organizational evaluation strategy in the flipping classroom,the effect of the comparative study is not obvious.Although the evaluation strategy was implemented for both classes,the experimental class set the standard by the researcher,the control class set the standard,and the final result showed that the evaluation task was effectively completed.Explain that college students have their own ideas and opinions,and have their own evaluation criteria for people and things.They want teachers to delegate power,self-determined,independent evaluation.Teachers can trust students more.