Research On Cooperative Learning In Chinese Teaching In Dulangkou Middle School

Cooperative learning has been vigorously promoted in the context of new curriculum reform,and the language teaching is carried out under the premise of collaborative learning,which has an extremely important role in changing the traditional Chinese teaching model.Dulongkou Middle School has always adhered to teaching reforms,in the "336" teaching modes with distinctive features,to learn from classroom teaching in the main way,also become a significant sign.During many survey learning in Dulongkou Middle School,the author puts the seventh grade language class as a research object,and more in depth understanding of the cooperative learning in Chinese teaching in Dulongkou.In addition to introduction and conclusion,the thesis mainly includes the following four chapters:The first chapter mainly discusses the origin,development and characteristics of cooperative learning in Dulangkou Middle School.Firstly,the origin of cooperative learning in Dulangkou Middle School is discussed around the school background at that time.The second is the development of cooperative learning in Dulangkou Middle School.The main development stage is from the original interactive class of question and answer to the "10+35" class mode,"336" independent learning mode,"guidance,mutual assistance,exploration,display,summary","classroom without teachers" and the new "336" independent learning mode.According to the time sequence to sort out the development of Dulangkou Middle School cooperative learning;Finally,it is the characteristics of cooperative learning in Dulangkou Middle School,mainly based on the cooperation of all members in the teaching process,involving a wide range of aspects,implementation in place,strong effectiveness and soon.The second chapter is about the types of cooperative learning in Chinese teaching in Dulangkou Middle school.Dulangkou Middle School carries out cooperative learning very deeply,so its cooperative learning types are also diverse,including teacher-student cooperation,student-student cooperation and teacher-teacher cooperation.Among them,student-student cooperation can be further divided into group cooperation and pair cooperation.The third chapter is mainly about the implementation of cooperative learning in Chinese teaching in Dulangkou Middle school.This thesis mainly summarizes the concrete implementation process of cooperative learning in The Chinese teaching of Dulangkou Middle School according to the methods of classroom record,interview and lectures.Taking the Chinese classroom of grade seven as the research object,it tells the development situation of cooperative learning in three different classes: preview class,demonstration class and feedback class.The fourth chapter is the effectiveness and limitations of cooperative learning in Chinese teaching in Dulongkou Middle School.According to the current situation of cooperative learning in Dulongkou,explain the effectiveness of cooperative learning in Dulongkou Middle School,mainly to explore cooperative learning to participate in cooperative teachers and students and the development of language teaching.While seeing its results,we also use dialectical vision to see the problem,pointing out that there is still some limitations in cooperation learning in the current Chinese language teaching in Dulongkou.It is hoped that this article can help educators to understand the curriculum reform of Dulongkou Middle School.