Research On The Current Situation Of Cooperative Learning Of Poor Students In Primary School Chinese Classrooms ——Taking M Primary School As An Example

With the development of the times,the research on students with learning difficulties at home and abroad has become more and more in-depth,and many breakthroughs have been made in different fields,but they have not been able to be divided into each subject and students of different age groups.Student research is relatively scarce.After investigation and research,it is found that the theoretical research on students with learning disabilities is very rich,but there is a lack of empirical research.In the cooperative learning class of primary school Chinese,in the limited time,teachers often ignore the students' learning process in order to get the correct answer,especially the students with learning difficulties are often ignored.This phenomenon has to be taken seriously.In the long run,what can students with learning disabilities learn from cooperative learning? Did long-term inefficient cooperative learning cause their learning difficulties? How to help students with learning difficulties improve their learning efficiency through cooperative learning in Chinese classrooms?This article is divided into six parts.The first part introduces the reasons for researching the current situation of cooperative learning of students with disabilities in primary school Chinese classrooms.According to the research topic,we search and consult relevant domestic and foreign studies to understand the research situation on cooperative learning of students with learning difficulties at home and abroad.According to the lack of existing research,this paper is determined The method and content of the study.The second part defines the core concepts of this paper by combing and analyzing the literature: "students with difficulties in Chinese learning" and "cooperative learning".Next,prepare for the research design of the current situation of cooperative learning of students with learning disabilities.The third part designs a classroom observation table and a student questionnaire from the three dimensions of participation,learning effectiveness,and identity.method to understand and study the performance and situation of poor students in primary school Chinese cooperative learning classrooms.The fourth part analyzes the relevant data and results obtained,and draws the conclusion that students with learning difficulties do not have high participation in cooperative learning,and they generally can only complete simple and mechanical learning tasks;they are not efficient in cooperative learning.Most students with learning disabilities are interested in Chinese cooperative learning,but their learning attitude is not correct;the relationship between peers is not harmonious and harmonious,and students with learning disabilities are not recognized by their peers;teachers' guidance for students with learning disabilities in cooperative learning is limited.In the fifth part,through the investigation and analysis of the cooperative learning performance of the students with learning difficulties in the Chinese classroom,it is found that there are many reasons for the difficulties of cooperative learning of the students with learning difficulties.Causes of difficulties in cooperative learning of students with learning disabilities.The sixth part is to put forward corresponding suggestions from the perspectives of the students with learning difficulties,their peers and teachers,to help the students with learning difficulties improve the efficiency of cooperative learning,let the students with learning difficulties better participate in cooperative learning,and improve their Chinese performance.