The Research On Theory And Practice Of Cooperative Learning In Physics Education

Cooperative learning is a system of teaching theory and a strategy that has been widelyadopted by many countries in the world. Generally speaking, this learning method, based onthe interpersonal activities in the teaching, means that students work in the form of the smallgroups where the members are of different ability, and it puts emphasis on the exploration ofhuman resources in the class teaching in the hope of stimulating the interests of the students,bettering their studies, and promoting the communication and relationship among students.Apart from those aspects, the cultivation of the students'cooperative ability and theirsuitability for society is also taken into consideration. In the viewpoint of psychology, theharmonious and effective cooperative learning will naturally result in the emergence of thestudents'good mood for study. Once this learning atmosphere is formed and carried on in thedaily study, it is certain that the students will show more enthusiasm for study, and devotemore time and energy to learning activities. Therefore, cooperative learning will make it easyfor the formation of the students'all-round qualities.From the 1980s, the elementary and secondary educational circle in our country hasshowed great concern over the cooperative learning. Some experts and scholars also did alarge quantity of research into it as well as many experiments. During the course of it, theyexperienced from transplantion to reform, reform then to creation, and indeed, got someilluminating achievement eventually. Nowadays, however, many conflicts still exist over theunderstanding of cooperative learning. Furthermore, much research has been restricted totheoretical operation, and there are not so much research dealing with the concrete ways ofoperation, the teaching model, and evaluation, especially in the physical teaching, whichleads to inconvenience for carrying out the cooperative learning in the circle of the physicalteaching. In this thesis, the author, having leaned theories from some theorists, intends toreform the class structure of the traditional physical teaching, to cultivate the students'consciousness of cooperation and competition by carrying out the theoretical and practicalresearch on the cooperative learning. The formation of good psychological qualities, theability of getting information from various channels, creative ability and new model of therelationship between teachers and students are all in the consideration of the thesis. And theauthor argues that the students should be paid more attention instead of the subject and theknowledge, and the students'all-round development is more important. In the physicalteaching, the spirit of cooperation and the ability for creation get a higher position and theauthor would do utmost to make contribution to the realization of the quality-orientededucation of all the students. This thesis is composed of three parts. Part 1: first, it makes some research into the development of the cooperative learningin history, and the contemporary reality of the class teaching as well, and then makes somenecessary analysis for the cooperative learning in terms of the students'development in bodyand mind, teaching practice, curriculum reform and the development of times, etc Part 2: it is the theoretical research. Starting from the content, and the theoretical basisof the cooperative learning, also from the research done over the cooperative learningmodels at home and abroad, the author attempts to put forward two cooperative learningmodels of the class teaching: the teacher-led cooperative learning model and thestudent-centered cooperative leaning model. Meanwhile, the author points out that these twomodels are separated not very clearly but relatively, and they can be considered as the twoends of the continuum, and they are a gradual process. Then the strategy for the cooperativelearning in physical class is interpreted in three aspects, namely the strategy for dividinggroups, for carrying out and for evaluation. Finally, in order to carry out the cooperativelearning smoothly, the author makes an exhaustive analysis on the role-shift of the teachersengaged in the cooperative learning and the problems that should be paid attention to duringthe process of it. Part 3: it is practical research. It is aimed to put the cooperative model into practiceand tests its validity in the teaching activities. Two different teaching models have beenapplied to two different classes, the experimental class with the cooperative learning model,...