The Investigation And Research On Cooperative Learning Of Mathematics Course In Junior High School

Cooperation is a value orientation under the background of globalization,which is beneficial to the social development of teachers and students.In the new round of curriculum reform,it is recommended to cultivate the ability of students' cooperation and communication.The "Compulsory Education Mathematics Curriculum Standard(2011 Edition)" also advocates students to learn mathematics by the way of cooperation and communication.And,the cooperation learning has been widely used in junior high school mathematics classes.But there are still many problems in the implementation of cooperative learning in junior high school mathematics teaching.This study intends to answer the following three questions: First,what is the implementation state of cooperative learning in junior high school mathematics teaching? Second,what problems exist in the implementation of cooperative learning in junior high school mathematics teaching? What are the causes of these problems? Third,how to promote the effective implementation of cooperative learning in junior high school mathematics teaching?Based on the above three issues,this study firstly collect the literature related to the research topic by literature research method,and sort out the literature related to mathematics cooperative learning at home and abroad,which provided solid theory foundation for this research.Secondly,this study takes questionnaire survey method and selects 63 mathematics teachers and 1262 students from three junior high schools in city B as the survey objects,and the study also takes the interview method and classroom observation method,and analyzes the implementation state of cooperative learning in junior high school mathematics teaching in city B from five aspects: the teacher and student's understanding of cooperative learning,the preparation of teachers to conduct cooperative learning,the formation of cooperative learning groups,the participation of teachers and students in group discussions,and the evaluation and summary of cooperative learning.The survey results show that there is a misunderstanding of the teachers' understanding of cooperative learning,which is manifested in the teachers' insufficient understanding of the cooperative learning theory and the misunderstanding of the relationship between cooperative learning and mathematics content,and this may be because teachers have not accepted systematic cooperative learning training.Students are more willing to participate in cooperative learning,and believe that cooperative learning has a positive impact on students' mathematics learning and development.The formation of the cooperative learning group is unscientific,showing that the informal formation of the group is outstanding,the division of labor among the group members is not clear,and the spread of responsibilities is serious.Teachers believe that the most important factor that affects the development of cooperative learning is students' cooperative skills,but teachers lack guidance and training of students' cooperative skills.Teachers' design and monitoring of cooperative learning are not in place,showing that teachers do not pay attention to the state of students' preparation,and monitoring of students is not in place during cooperative communication.Teachers' allocation of time to students' independent thinking and cooperative communication is unreasonable,and this also the biggest problem that students think they encounter in cooperative communication.Students participate in imbalance in cooperative learning,and lack of mathematical expression ability and flexibility of mathematical thinking in cooperative communication,there are gender differences and grade differences in student participation,and girls and seventh grade students can participate more actively in cooperative communication.Teachers' evaluation is not in place,showing that teachers value the evaluation of individuals and despise the evaluation of the group;the evaluation content attaches importance to the results of cooperative learning and despise the process of cooperative learning;the evaluation subject is relatively single.Based on the above analysis of the current situation and problem attribution,in order to promote the effective implementation of cooperative learning in junior high school mathematics teaching,this study proposes the following strategies: teachers should correctly understand cooperative learning,strengthen the learning of cooperative learning theory,and correctly understand the relationship between cooperative learning and mathematics content;teachers should form cooperative learning groups scientifically and reasonably,and clarify the division of roles in the group to improve individual responsibility;teachers should strengthen the guidance and training of students' cooperative skills;teachers should carefully design cooperative learning,and pay attention to the state of students' preparation in cooperative learning,formulate rules for cooperative learning and strengthen monitoring of students;teachers should reasonably allocate time for independent thinking and cooperative communication of students;teachers should guide students to actively participate in cooperative learning;teachers should pay attention to the evaluation of the group.