The Research On The Application Of Group-divided And Cooperative Learning In Chinese Teaching

Influenced by the traditional concept of knowledge and teaching, and the undue emphasis on proportion of students entering schools of a higher grade, Chinese teaching in middle schools, especially the one in high schools, is always confined in collective teaching, the core of which is passing on knowledge and the guiding role of which is teacher's explaining. The over-used collective teaching restricts the cultivation and development of the student autonomy and their Chinese abilities. The new curriculum standard for senior Chinese requires that Chinese teaching should devote itself to cultivating and developing students' Chinese attainments, make students " have a stronger Chinese-using ability and certain appreciating and researching abilities " and "lay a foundation for life-long study and the development of personality". It requires Chinese classroom teaching bring student autonomy into full play during the course of cultivating and developing the students' Chinese abilities. It also requires that during the course of Chinese classroom teaching, students should be got to take an active part in learning activities and the goal of improving students' Chinese using, exploring and appreciating abilities should be achieved through the cooperation and communication between teachers and students and among students themselves.Based on the concept of the new curriculum standard and the reflection on the disadvantages of collective teaching, this research brings the basic theory and practical model of cooperation learning into Chinese teaching. In the course of Chinese classroom teaching, the teaching strategy for the group-divided and cooperative learning is used in order to cultivate the students' abilities of Chinese using, appreciating and exploring. In the form of cooperative learning, this research uses Zhang Fu's Group-divided and Cooperative Learning method, but makes some proper changes in the aspects of learning and practicing lessons, continuous questioning and evaluating method in Zhang Fu's teaching model, according to the writer's practical teaching situation. This research goes around using Group-Divided and Cooperative Learning in Chinese classroom teaching and demonstrates the procedures, methods, the students' responses and their learning results in using Group-Divided and Cooperative Learning model by describing the situation of class activities. Through reflecting the course of using the Group-Divided and Cooperative Learning model, this research explores how to being student autonomy into full play in Chinese classroom teaching so that it can reflect the teaching concept emphasized on the new curriculum reform-"be active in participating ", " be willing to explore ", and " communicate and cooperate ".