Research On The Practice Of Chinese Group Cooperative Learning In Senior Primary School ——Take "Teacher L’s Classroom Of Zhangjiagang G School" As An Example

The Chinese curriculum standard for compulsory education of full-time students（2011 Edition）（hereinafter referred to as the curriculum standard 2011 Edition）requires primary and secondary school students to carry out inquiry learning activities independently and master and use Chinese content anytime and anywhere in real life.At the same time,the curriculum standard also requires that in order to give full play to students’ independent initiative and classroom creativity in Chinese classroom teaching,the classroom should create an atmosphere of equal dialogue.As a fair,democratic and creative teaching method,group cooperative learning also plays an indispensable role in Chinese teaching.Taking the classroom of teacher L of G primary school in Zhangjiagang as the main research object,based on the collation and research of literature at home and abroad,this paper uses the methods of observation and interview to study teacher L’s group cooperative learning classroom from five dimensions:basic concept,basic steps,development methods,teachers’and students’ feelings and classroom effect evaluation.The introduction emphasizes the research significance of the practical application of group cooperative learning in senior Chinese teaching in primary school.Through the literature review of the teaching methods of small and medium-sized combinatorial learning in primary school Chinese classroom and the necessity of using group cooperative learning in Chinese classroom,we can find the entry point of this paper.The first chapter,the theoretical basis of the research,discusses the theories related to group cooperation classroom,the characteristics of group cooperation classroom and the forms of group cooperation in primary school Chinese teaching.The second chapter is the research on the practice of group cooperative learning in the senior Chinese classroom of primary school.This part takes teacher L’s classroom as the main research object,and expounds the achievements and deficiencies after the implementation of group cooperative learning in the school from five aspects:the basic concept,steps,development methods,teachers’ and students’ feelings and classroom effect evaluation.The third chapter,the research conclusion,draws the relevant research conclusion from the above discussion,that is,the benefits of group cooperative learning classroom.The fourth chapter is the analysis of the problems and causes of the case study.This paper discusses a series of disadvantages of the teaching method of group cooperative learning found after observing teacher L’s classroom,deeply understands the problems in the classroom and analyzes the causes of the disadvantages caused by students and teachers.The fifth chapter puts forward the countermeasures to improve the senior Chinese group cooperative learning.The purpose of this practical research is to change the wrong method of only inculcating children’s knowledge in the past,establish a teaching atmosphere in which students become the main body of the classroom,and maintain the benign development of mutual learning inside and outside the group.