The Using-Research Of Cooperative-Study In Chinese Classroom-Teaching Of Weak Middle School

With the widely development of quality education, many scholar has paid attention to new kinds of teaching theories and their application, the cooperative-study theory is one of them. It is the cooperative-study, that takes the decision of teaching as guide, regard heterogeneous studying team composed of members from 2 to 6 as main organizational form, and regard the sense of responsibility, organization, dependency and mutual cooperation as the main characteristics of team members. It can also be regarded as an educational idea and teaching form, that help the teacher reaching their teaching aim in pleasant, unity and positive teaching environment, promote the students forming better psychological character and social technology. This theory and method have been mainly used in classroom-teaching of key middle school and laboratory middle school in our country, and have already achieved good result. With the careful study and investigation, the author tries to apply this theory and method to the weak Chinese classroom-teaching in the middle school that the author belongs to. In nine months, the author examines and estimates it through investigating and thought about many problems.The introduction of this article talks about the reason and aim. The main frame consists of four parts. Chapter 1 summarizes the concept, characters, methods and theory base. In Chapter 11 the author investigates the present situation of classroom-teaching in weak middle school by ways of investigation, interview etc. Then the author analyzes the cause of formation by teaching factors, intelligence and non-intelligence factors, environment factors, etc. Chapter 111 mainly introduces the general process and basic technology of cooperative-study and made it into Chinese classroom-teaching in weak middle school and illustrated the basic situation of the experiment and its target. In Chapter IV the author evaluates the effect of cooperative-study in Chinese classroom-teaching of the weak middle school from students knowledge, ability, process, methods, emotion, values, teachers' teaching value, classroom management, general mood of class, etc. The conclusion talks about many problems took place in the teaching practice.