The Case Study Of Primary Mathematics Cooperative Learning Strategy

Cooperative learning is the teaching theory and strategy system which is abundant in content and wide in range of application. Since the new-round basic education curriculum reform, cooperative learning has become one of the best teaching ways which many teachers use widely in the daily teaching, and the impetus shifting the students'learning way in the new-round reform of the basic courses. It changes the traditional unilateral communication of teacher to student into the multilateral communication of teacher to student and student to student, in the meanwhile boosts the students'intercommunication in the classes as well as the individuality's social development. However, the new problems emerges with the curriculum reform developing in greater depth and cooperative learning style spreading gradually. While cooperative learning changes the students'learning style, it also adds a series of difficulties such as difficult to control the order of the class, difficult to acquire the actual effect, etc. In addition, some class cooperation just seems passionate, in fact just the format of cooperation , so there is lack of virtual cooperation, and cooperative learning becomes the furnishings of the class. It is an essential problem for the teachers to face how to make the implementation process of the cooperative learning more effective. The relevant research on it has the far-reaching theoretic and practical meanings, for it can provide not only the theoretic direction for the teachers but the effective solutions and the strategies to the problems which emerged in the course of implementation of cooperative learning.This research mainly takes the way of qualitative research, and by the researchers'taking in the research scene, hoping to describe the scene fully and holistically, try to note down and explore the views by closing to the realities. During the course of recomposing the segments into a story, the essence is presented step by step by the empathizing interpretation of the researchers. In the concrete research, purposive samples was mainly used, choosing a country teacher as the object of the case study who has obtained distinct achievements in the implementation of the cooperative learning, and making a lot of on-the-spot class observations, interviews and material collecting, etc. in addition, unscrambling and analyzing were made on the relevant research. On the basis of that, what could be for reference and be improved was factually reflected. With the analysis of the implementation, we can find that she paid much attention to help the students master the necessary cooperative skills and the complete implementation procedures besides confirming the content of cooperative learning for assuring enough time for the students to explore cooperation. In addition, she also trained them to exercise the skills expertly and form the habit of using it, then fished out an effective set of grouping strategy, group-direction strategy as well as estimating strategy with the work practice. It also can be found in the research that in order to implement cooperative learning scientifically and effectively, the teachers should realize that cooperative learning needs a long time from the beginning to the emergence of the effect. Because it can incarnate its positive influence on the leering impact only after long implementation, the teachers should have enough patience and take it step by step. It is thought that the implementation course is dynamic, so we should analyze the concrete situation and adopt the right means to get the favorable effect. Cooperation learning can have long life unless it is used expediently. And this research also summarizes some meaningful experience and inspiration in this case study which are propitious to help the teachers think and edify other teachers.