The Role Of Learning Group Construction In Physics Efficient Classroom

Along with the reform of college entrance examination,the classroom teaching of high school also ushered in a new round of challenges.The high efficiency of physics classroom teaching has always been the ultimate goal of teaching development.The high-efficiency classroom has become the teaching mode that more and more schools in Guizhou Province praise highly.Zunyi No.2 Middle School combines various high-efficiency classroom modes and summarizes its own "331" high-efficiency classroom teaching mode.The new curriculum reform requires cultivating students' spirit of scientific inquiry in the teaching process,encouraging students to think independently,discuss cooperatively and feel the fun of cooperative learning.Therefore,teachers should create appropriate problem situations and create a learning atmosphere of cooperative inquiry in the classroom.In teaching,teachers create a democratic,harmonious and positive classroom atmosphere for students,so that students can exchange and learn from each other in such an atmosphere.In order to better fulfill the current education's needs,the teaching mode of learning group cooperative learning has become the best choice for efficient physics classroom teaching.The key of cooperative learning in learning group lies in the explicit content of cooperative learning provided by teachers,which enables each group member to participate in,and enables students to carry out a series of exploration activities around problems.The cooperation of learning groups can help students find problems and find solutions to them.Through the process of dealing with problems,they can accomplish the understanding of the learning points and gain a deep cognition.The members of the group can inspire and supervise each other,so as to improve their ability of self-study,expression and problem-solving.Although there are many studies on Cooperative Learning in learning groups all over the country,there is no practical plan in the school where the author teaches.In the process of cooperative learning,there are still many problems,which means that the efficiency of the classroom and the cooperation of the students has not been really realized.This paper is based on the analysis of the cooperative learning of learning groups in the high-efficiency classroom of physics.Through the systematic analysis of the group,it puts forward the problems existing in the implementation of cooperative learning of learning groups in the high-efficiency classroom of physics,puts forward the corresponding optimization strategies for the problems,and applies them to the actual teaching.In order to analyze more specifically the positive effect of the teaching mode of cooperative learning of learning group on physics,the author designs to use the comparative teaching mode between the control class and the experimental class by using the traditional teaching mode in the control class and the mode of cooperative learning of learning group in the experimental class.Finally the author investigates the students' interest in physics in the experimental class and the control class and then studies the two classes' changes before and after the experiment.Through the measurement of the students' subject-specific performance,the paper concludes that the teaching mode of cooperative learning in learning group plays an important role in efficient physics classroom teaching.This paper is divided into four parts.The first part is the introduction,including the background,current situation and significance of this research.The second part talks about the problems found in the learning group construction in high school physics efficient classroom by using questionnaire survey and interviews,including learning group construction,students,teachers and other aspects of the problem.In the third part,the specific and operable implementation strategies for the construction of learning groups will be presented in order to solve the problems found in the second part.In the fourth part,by using the teaching resources of the school,senior one grade(3)and(8)two classes are selected as the experimental class and the control class.The difference teaching will be carried on in the two classes for two months to conduct the contrast,and finally a conclusion will be drawn according to the contrast.The fifth part contains the analysis of the conclusion and the reflection of the paper.