A Probe Into The Cooperative Learning Model In The Information Technology Teaching Of Senior High Schools

Though the traditional "spoon-feeding" model of teaching causes the highly efficient teaching process, it is a fact that it results in a lack of initiative, cooperation and creativity and so on. How to solve these problems has remained a highlight of high school education and teaching reform. Cooperative learning model is undoubtedly the introduction of the resolution of this issue to bring a ray of hope. Traditional teaching serves as a form of reflection and criticism of the traditional ratings system, whereas the national curriculum reform will emphasize collaborative learning as one of the three learning styles.Cooperative learning model can be traced back to the origin of thousands of years ago, whilst the cooperative learning in the modern times emerged in the United States in the 1970's. Cooperative learning holds the view that in an ideal classroom, all students should be able to learn how to cooperate with others for fun and for joy of competition, autonomy and independent learning as well, and that cooperative learning does not exclude the competition and working on one's own, for the fact that when appropriate the competition and individual activities contribute to the cooperative learning.The educational reform in China marks the next phase, and at the same time, the quality-oriented education is now in full operation. So it's of great importance to make sure the students learn cooperative learning model. The information technology teaching, which is part of the quality-oriented education, serves as a major role in developing the students'information literacy. Cooperative learning is one of the most critical approaches to promoting students'information literacy and developing their cooperation consciousness.In the information technology teaching, group cooperative learning is a reform to traditional teaching mode. It is also the inevitable demand of the development of education and the effective way of embodying the students' subjective. It is a form of homogeneity in the same group, and heterogeneous in different groups. It can prompt the students to help each other in the group and gain the same learning objectives. It uses group score as the award basis and it is a kind of teaching strategy system which can improve the students' cognitive and affective capacity.This experiment applies the method of action research, observation, questionnaires and other methods of research to conduct experiments to verify the basic conclusions that cooperation put forward by students of cooperative learning can improve the psychological atmosphere of the classroom, thereby to improve students'academic performance to a great extent. In the meanwhile, the capacity of the students'interaction and cooperation is enhanced.The teaching experiments are divided into two phases as follows: The key factor is the task-design, which is in such a way that each group member should realize that he is to contribute to the task completion and to assist others. When first applied in the practice of cooperative learning model, it is found that too many members in a group and merely overall evaluation of a group become unsuitable for the communicative cooperation between learners and therefore averse to stimulating students' learning. With these problems focused on, the teaching design is improved and made better by reducing the group members and adding individual evaluation to the teaching design.Through the experimental class and control class for the two-stage experiments the correctness of this conclusion is verified. However, in the course of the experiment some problems still exist, such as the interaction and cooperation between students are restricted by the conditions of the computer labs; the number of students have an impact on the application of cooperative learning models; the shortage of teaching time acts on the effects of cooperative learning; for teachers the ideas of education and teaching limit the concept and knowledge of the application of cooperative learning model. The problems listed above remain researches of the future experiments.The widespread application and the promotion of cooperative learning cannot be done at one go when used in the information technology teaching of senior high school. It needs constant pursuit and cautious summary with the purpose of making IT teaching more scientific and more reasonable in terms of its course contents and organization forms.