Research On Teaching Strategies For Group Cooperative Learning In Geography Classrooms In High Schools

The new era emphasizes optimizing students 'competition consciousness and developing students' comprehensive ability,The new round of curriculum reform requires cultivating students 'subjective consciousness and exercising self-learning ability,so that group cooperative learning has gradually become a main learning style part of the high school geography classroom to give play to student mastership and promote students' comprehensive development.At present,domestic research on the practice of group cooperation in the field of geography is not enough.There are few issues related to what is suitable for group cooperation,how to change the role of members in group cooperation,and how teachers choose materials to guide students to think deeply.This article is dedicated to this starts research.At the same time,this article will provide a reference for teachers to effectively implement group cooperation in geography classrooms to enhance the operability of group cooperative learning,improve teachers 'teaching ability,and lay a solid foundation for teachers' professional growth and teaching reflection.This study uses literature analysis,questionnaire surveys,individual interviews,case analysis,and experimental comparison methods to analyze the current application of group collaborative learning in high school geography classes and teaching strategies based on this.Research,design teaching cases on the basis of the constructed strategies,and verify the effectiveness of teaching strategies through experimental research,the main conclusions are drawn during the entire research process:(1)Investigated the current situation of group cooperative learning in high school geography classrooms.The survey found that group cooperative learning is used frequently in high school geography classes and is generally valued by teachers and students.However,there are several problems:some teachers and students have incomplete understanding of cooperative learning,some problems do not require cooperation,and roles exist the phenomenon of untimely replacement,unreasonable group formation,uneven participation of students,insufficient participation of some teachers,insufficient diversity of evaluation subjects,and poor cooperation results of some students are mainly due to the flow of group cooperative learning form.(2)Constructed the "three steps and nine steps" teaching strategy for group cooperative learning.Based on the principles of pertinence,integrity,inspiration,activity,and individual adaptation,this paper proposes a "three steps and nine steps" teaching strategy for high school geography classroom group cooperative learning,that is,three stages of teacher preparation,group management,and summary evaluation;Nine links including target determination,problem design,material preparation,group grouping,role allocation,group learning process guidance,results summary display,results evaluation,teacher summary reflection.(3)Based on the constructed teaching strategy,this thesis designs "the analysis of the main links of the water cycle and its geographical significance","the analysis of the characteristics and influencing factors of Xi'an international metropolis","the analysis of agricultural location factors-ancient of Guanzhong agriculture and "Unity of Qin" and other three typical group cooperative learning cases that embody Xi'an characteristics provide references for the implementation of teaching strategies in high school geography classes.(4)In this dissertation,experimental research on the teaching strategies of group cooperative learning in high school geography classrooms is conducted to evaluate the effectiveness of the implementation of the teaching strategies.The results show that the teaching strategies of group cooperative learning are conducive to motivating students learning motivation and improving students' cooperative ability.improve student learning.