Geography Stratification Teaching In Junior High School Based On Heterogeneous Cooperation

In 2019,the CPC Central Committee and The State Council pointed out in the "Opinions on Deepening Education and Teaching Reform and Comprehensively Improving the Quality of Compulsory Education" that "we should explore multidisciplinary curriculum integrated teaching and carry out research-based,project-based and cooperative learning.Accurate analysis of learning situation,pay attention to differentiated teaching and individualized guidance ".But at present,because of the national situation of the population in our country,our country in a long time has implemented the class system as the unit of homogenization of teaching,in the reality of the classroom,still by the "one to many" teaching style classroom,which results in the contradiction between the finiteness of the teaching resources and the infinite demand of students.How to implement differentiated and individualized teaching under the class teaching system so that limited teaching resources can meet the learning needs of students of different levels to the greatest extent is a problem that still needs to be explored and solved.Heterogeneous stratified teaching refers to an educational teaching method that divides students into different levels according to their heterogeneity and carries out targeted teaching activities on the basis of integrating heterogeneous elements of classroom teaching subjects,teaching resources and teaching processes.Cooperative learning refers to a learning mode in which the learning group is taken as the basic learning unit,the teacher guides the students to carry out independent learning through the dynamic interaction between teaching factors,and the group performance is taken as the evaluation basis.By combining heterogeneous stratified teaching method and cooperative learning method,stratified teaching under heterogeneous cooperation is implemented in junior middle school geography teaching.By integrating heterogeneous elements of teaching,students’ heterogeneity is divided,and students who spend roughly the same time to acquire knowledge are classified and taught.Poor classroom efficiency among students at different levels is utilized.Multilateral interactive cooperative learning is adopted to promote the evolution of the teaching process and solve the difficult points of learning together,so that students can learn from each other and complement each other’s advantages,so that students at all levels can learn something and have varying degrees of improvement in their nearest development area.This research is guided by the theory of individualized teaching,the theory of the nearest development area,the theory of multiple intelligences,the theory of cooperative learning and the theory of optimization of teaching process.Firstly,the literature research method is adopted to determine the research content and research ideas of this paper on the basis of analyzing the research progress of heterogeneous cooperative stratified teaching at home and abroad,and combining the teaching practice.Through literature research method and comparative analysis method,the connotation and related concepts of heterogeneous teaching are deeply analyzed,and the theoretical basis of the research is expounded.Then,taking the students of Grade 1 and Grade 2 of the 30 th Middle School in Kunming,Yunnan Province as the survey objects,this paper conducts an in-depth survey by questionnaire method,and takes the geography teachers of this school as the interview objects to analyze the status quo of geographic heterogeneous teaching and cooperative learning in the two grades.The results show that the existing problems of geographic heterogeneous teaching and cooperative learning in junior middle schools are as follows: Problems such as unscientific heterogeneity division of students,incomplete hierarchical links,weak cooperation consciousness of students,unreasonable combination of heterogeneous groups,lack of self-restraint ability of junior high school students in cooperative learning,improper selection and allocation of cooperative learning tasks of teachers,failure to do a good job of "organizer" and "supervisor" of cooperative learning,single teaching form and so on.In view of the above problems,this paper focuses on the implementation strategy of geography stratification teaching in junior high school based on heterogeneous cooperation,and constructs the geography teaching method in junior high school based on heterogeneous cooperation----631 heterogeneous cooperation stratification teaching method: "6" refers to heterogeneity.6 Stratification includes heterogeneous students and heterogeneous groups stratification,seating stratification,teaching objective stratification,teaching content stratification,homework stratification and evaluation stratification."3" refers to three practices: comprehensive practice of basic knowledge,intensive practice of key knowledge and repeated practice of frequently tested knowledge."1" is talking about the wrong point over and over again.Before class,heterogeneous groups are divided according to the grouping principle of inter-group homogeneity and intra-group heterogeneity.In class and after class,hierarchical teaching under heterogeneous cooperation is implemented through the cooperative learning mode of heterogeneous groups.Combined with the teaching strategies proposed in this paper,the author adopted the experimental research method to carry out a 3-month comparative experiment in two classes with no significant differences in the first grade of Kunming No.30 Middle School,and carried out a detailed introduction of heterogeneous cooperative stratified teaching through three cases: Southeast Asia(class1),Japan(class 2)and Australia.The practical results show that the stratified teaching of junior middle school geography under heterogeneous cooperation has significant effects on students’ geography learning initiative,learning habits,classroom learning mode,subject thinking ability and academic performance,which indicates that the implementation of stratified teaching under heterogeneous cooperation in junior middle school geography teaching is feasible and effective.By combining theory with practice,this study is expected to provide effective reference and reference for the stratified teaching of heterogeneous geography cooperation in junior middle school,so that the geographic core literacy of students with different levels of heterogeneity can be improved in their nearest development area.