Practical Research Of Teacher's Role In Cooperative Learning Of Junior Math Class

Since the release of the new 2001 course reformation, great change have been brought into teachers'syllabus and the students'study plan. It has also affected much of teachers'methods and logic of teaching. Just as the《Standard Mathematics Course》points out: Effective mathematics study methods should not be only pure imitation and memorization, but hands-on experiments, initiative discovery, cooperation and communication is also an important part of learning mathematics. Learning math should be a lively, initiative and special process.Under this kind of influence, it is required for most of the front line teachers to change the old passive form of teaching and study method, thus cooperative study has become the new chorus in the classroom. Additionally, teachers have to increase attention on training each student's cooperation and communication skills. However, at this stage, many cooperative studies in math classes are only for welcoming the new idea of course reformation, to be popular, caused some mistakes in the practice of cooperative study. For example, teachers may misunderstand cooperative study and result in abuse of cooperation, arbitrary cooperation, overuse cooperation, superficial operation of cooperation and bad cooperation habits of students, which seriously affects the efficiency of cooperation and quality of classroom teaching. In some open classes, scenarios like this may happen: A teacher gives out a topic to discuss and starts a cooperative study lesson. The students start to discuss and cooperate, talking merrily to one another, but the truth is that the students are not discussing about the topic that the teacher gave, but some other topics unrelated to that subject or even to studying. The students do not think diligently or analyze the topics, so they come together but do not actually cooperate so it does not meet the aim of the cooperative study; this kind of"cooperative study"has absolutely no effect.The cause of the above result is due to understanding the concept of cooperative studying, causing the role of teachers to be not displayed. Because efficient cooperative studying demands a teacher's conscientious guidance and meticulous organization, the teacher is the"main director"of cooperative studying, who guides and organizes the timing, content, style and habits of students'cooperative study, and participates timely in their studying, in order to display the full potential of cooperation studying.