The Practical Research Of Group Cooperative Learning In Biology Teaching In Senior High School

With the life improvement of the Chinese people,the government pays more attention to the education.To promote the comprehensive competence of the students,scholars tried a lot to find efficient method of teaching and education.The group cooperative learning became popular and widely applied to teaching practice in the world in 1970 s,because it is helpful to improve students’ interest in learning and their problem-solving ability and cultivate their language expression and communication skills.In the new curriculum standard in China,the cooperative learning method was also greatly advocated due to its high efficiency in classroom teaching.Although a number of theoretical researches on cooperative learning were done,in practice,it mostly took place in demonstration classes and rarely appeared in the conventional teaching process.The main reason is that teachers and students were accustomed to the traditional teaching methods,and even were afraid that the active activities in the classroom would affect students’ score of examination.In the light of the situation,the research tried to explore an effective measure to apply the cooperative learning method in Tianshan H Middle School in Chifeng City.To investigate the present status of application of the cooperative learning in the school,a questionnaire survey on the cooperative learning was carried out in the students and biology teachers.The investigation showed that most of the teachers had a certain understanding for the cooperative learning,but they did not clearly understand the connotation of it;they organized the learning groups unreasonably;the role of the individuals in the group was not clear;there were no effective mechanism for evaluation and encouragement for performance of the students;there was no clear awareness of cooperation and ability of independent thinking.Based on the result of survey,combined with the study of the related literature,the new curriculum and comprehensive analysis,the correspondent revised strategy to implement cooperative learning was formulated.To carry out the strategy in teaching practice,two classes were taken as test(cooperative learning adopted)and control(teaching traditional method adopted),respectively,and one semester lasted for the experiment.By the end of the experiment,questionnaire and statistical analysis were used to test and compare the academic achievements,learning attitude,cooperation awareness,ability to solve problem for the two classes.The statistical analysis of pre-test and the post-test results of the test and control classes by independent sample t-test showed that there was a significant difference in the final academic examination scores between the two classes;and the teaching model of group cooperative learning had a significant effect on improving students’ biological academic performance.The questionnaire survey on learning attitudes and other aspects of the two classes indicated that the test class significantly improved their scores in learning interests,cooperative awareness,and social skills,while the control class did not have significant differences in these aspects.Conclusively,cooperative learning was effective in biology teaching of high school;group cooperative learning stimulated an active classroom atmosphere,and was extremely beneficial to improving students’ learning interests and comprehensive abilities.