| Individual responsibility refers to individual duties and tasks.This article mainly refers to the individual responsibility cultivated by students through the STAD cooperative learning model,mutual help,cooperative learning,and sharing of learning tasks within the group.It mainly includes responsibility awareness,responsibility emotion,responsibility behavior,responsibility motivation and responsibility ability.Studies have pointed out that student group cooperation affects their own sense of responsibility,but does not specifically point out the impact.Therefore,this article mainly studies which aspects of the individual responsibility of the junior high school students are affected by the STAD teaching mode.This research is mainly based on the quasi-experiment method,supplemented by questionnaire survey method and interview method.The experimental subjects selected the seventh grade eighth class of the experimental middle school of Chengcheng County Experimental School in Weinan,Shaanxi Province as the experimental class and the ninth grade seventh class as the control class.Explore how the STAD model affects individual responsibility of junior high school students.The research tool is Liu qianru's“Self-Responsibility Assessment Questionnaire for Middle School Students”,which was compiled by Tan Xiaohong based on “Compilation of Middle School Student Responsibility Questionnaire” and related literature research.The alpha coefficient of the reliability test result of the questionnaire was 0.825,indicating that the reliability was good.In this experiment,the independent variable is the STAD mode,and the dependent variable is individual responsibility.The control of irrelevant variables should be basically similar in the number of students,gender ratio,and learning situation;in terms of substitute teac hers,textbook versions,class hours,etc.The two classes should be exactly the same.From September 2019 to January 2020,the STAD mode will be implemented in the experimental class.Questionnaires will be issued in the experimental class and the control class before and after the experiment.SPSS 23.0 will be used to analyze the data before and after the test.At the end of the semester,in order to further understand the impact of this model on student individual responsibility and student ideas,the individual responsibility score was divided into three levels based on the analysis of measured data before and after the experimental class.Two students(one male and one female)were selected from each level.Conduct interviews and organize analysis.The experimental results show:In general,the average individual responsibility of the experimental class before and after the experiment was 109.442 and 118.442,respectively,and the variance test p = 0.000<0.05,indicating that there was a significant difference in student individual responsibility before and after the experiment.From the perspective of gender of boys and girls,the average individual responsibility of boys before the experiment was smaller than that of girls,and the difference betwee n men and women was 2.202.After the experiment,the average of individual responsibilities of boys was greater than that of girls,and the difference between men and women was 0.582.Boys improved more.It can be seen from the results of the variance test that the P values are less than 0.05,and there are significant differences between male and female students before and after the individual responsibility experiment.From the perspective of each dimension of individual responsibility,the mean value o f each dimension after the experiment is higher than that before the experiment.From the results of the variance test of the individual responsibility dimensions of the experimental class,P = 0.025 <0.05 in the responsibility cognition dimension and P = 0.012 <0.05 in the responsibility motivation dimension,indicating the students' responsibility cognition and responsibility motivation before and after the experiment in the experimental class.There are significant differences.But in the dimensions of responsible behavior,responsible emotion and responsible capacity,P values were all greater than 0.05,and no significant difference was found.From the perspective of class and non-class cadres,the average individual responsibility of class cadres after the experiment was 126.056,and the average individual responsibility of non-class cadres was 110.568,which is higher than before the experiment.The results can be obtained: the individual responsibilities of experimental cadres before and after the experiment P = 0.002 <0.005,and the individual responsibilities of non-class cadres before and after the experiment P = 0.035 <0.05.,Their individual responsibilities all have significant differences.From the perspective of urban household registration and rural household registration,the average individual responsibility of rural household registration students after the experiment is 115.947,and the average individual responsibility of urban household registration students is 116.200,which are both higher than before the experiment.:Individual responsibility of urban household registration before and after the experiment P =0.171> 0.005 in the experimental class,and individual responsibility of rural household registration before and after the experiment P = 0.027 <0.05,which shows that there was no significant difference in individual responsibility of urban household registration students before and after the experiment.Individual responsibilities of registered students have significant differences.From the interview results,it can be seen that students 'classroom enthusiasm and participation are positively related to individual responsibilities.In the implementation process,the higher the students' classroom enthusiasm and participation,the stronger their individual responsibilities and vice versa.Through the above data analysis,the following conclusions are obtained:(1)The STAD model can effectively improve the individual responsibility of junior high school students.(2)This model has increased the level of individual responsibility for both boys and girls,but the increase for boys is greater than for girls.(3)This model has obvious improvement in students' responsibility cognition and responsibility motivation,but not significant improvement in responsibility emotion,responsibility behavior,and responsibility ability.(4)This model has significantly improved the individual responsibility level of class cadres and non-class cadres before and after the experiment.(5)This model has significantly improved the level of individual responsibility of rural household registration students,but it has not significantly improved the urban household registration students.(6)The higher the student's enthusiasm and participation in the classroom,the stronger the individual responsibility. |
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