| With the deeply advancement of the new curriculum reform in China,and the continuous development of cultivating students’ core competences,the importance of group cooperative learning for the future development of students has been recognized by more people.Group cooperative learning can promote the development of students’ cognitive ability,improve their expression ability and cultivating their learning quality.The quality of teacher guidance directly or indirectly affects students’ experience in group cooperative learning.Under the teachers’ meaningful guidance,group cooperative learning can become a valuable teaching activity that not only arouses students’ interests but also meets their learning needs.Classroom teaching reform requires group cooperative learning guidance ability,and the lack of guidance ability makes it necessary to study the teacher guidance strategies of group cooperative learning in the new era.Only when teachers make themselves an objective,stable and good reference frame for students to conduct group cooperative learning,can they make full use of instruction and truly use cooperative learning to promote students’ overall development.On the basis of collecting and analyzing relevant literature,this thesis identifies and analyzes the necessities for teachers to guide group cooperative learning,and understands the common phenomenon and the potential problems of teacher guidance through research methods such as classroom observation and in-depth interviews.Finding out possible influencing factors with deep analysis,and trying to put forward corresponding construction strategies and optimization suggestions,in order to improve the effectiveness of teacher guidance in group cooperative learning.First of all,the cognitive characteristics of students and the communicative characteristics of group cooperative learning make it necessary for teachers to guide in group cooperative learning.The research finds that in teaching practice,there are five common phenomena in time arrangement for students to cooperate in learning;teacher guidance methods;teacher guidance contents;opportunity of teacher intervention;models of teacher-student interaction.The specific guidance problems can be specified as: the guidance strategy is fragmented,and the systematic is insufficient;the guidance time is vague,and the scientific is insufficient;the cooperation time is arbitrary,and the standardization is insufficient;the guidance relationship is alienated,and the interaction is insufficient.Secondly,the relevant data collected by observation,interview and other methods,reveals the causes of teacher guidance problems in group cooperative learning.This thesis tries to construct teacher guidance strategies for group cooperative learning.These problems are often the results of the combined effects of teachers’ personal factors and environmental factors.The former is mainly related to the limitations of teachers’ personal theoretical level and lack of educational experience;the latter is mainly affected by school culture,student differences,disciplinary barriers and the impact of information technology.The teachers’ guidance of group cooperative learning is characterized by process,generative,difference and blank.According to different guidance objects,guidance styles and guidance methods,the teacher guidance strategies of group cooperative learning can be divided into three categories,and each category can be further subdivided into several different types.Although the classification methods are different,in fact,there is a complex relationship between the three types of group cooperative learning teacher guidance strategies,which means that teachers often need to comprehensively use different strategies for guiding according to specific situations when conducting group cooperative learning.Therefore,it is necessary to distinguish and analyze the essential characteristics and main components of the teacher’s guidance strategy in group cooperative learning,and grasp the two directions.The construction of teacher guidance strategies mainly lies in providing teachers with a basket-shaped guidance map to guide cooperative learning from two dimensions and four key points,vertical and horizontal.Among them,vertical mainly means that teachers need to choose different guidance strategies according to the different stages,processes and the maturity period of cooperative learning,and learning stages of students,that means,different guidance strategies need to be adopted at different time nodes.Horizontally,teachers need to choose appropriate guidance strategies according to the type of cooperative learning and the content of guidance.In the classroom teaching practice of group cooperative learning,teachers need to grasp the guidance strategy from four key points: guidance method,intervention opportunity,cooperation time allocation,and interaction frequency.Therefore,in the context of deepening the reform of fundamental education in the new era,we can improve the guidance strategy of group cooperative learning and enhance the effectiveness of group cooperative learning with four strategies.First of all,strengthen the value recognition and improve teachers’ consciousness of group cooperative learning.Secondly,integrating cooperative learning resources to expand the cooperative learning experience of students.Thirdly,organizing diversity teacher training and improving teachers’ guidance ability.Last but not least important,strengthen top-level design and the construction of school cooperative culture. |
