The Influence Of "Learning Thinking" Activity Curriculum To The Peer Interaction Of Junior Middle School Student

The education sector since the 19th century, after the proposed cooperative learning, researchers began to focus the interaction between the students. Peer interaction in the education system is a valuable resource for further development, but also the success of teaching activities are an important factor to achieve. Existing literature suggests that the peer interaction than the less theoretical and empirical research, and to carry out activities in class to train students in the form of peer interaction capabilities of the more rare. In this study, these issues will provide a strong theoretical basis and practical basis."Learning Thinking" activity curriculum is based on Piaget and Vygotsky's theories, and to Lin Chongde and Hu Weiping build three-dimensional structure model of thinking based on the establishment. In the "Learning Thinking" activity curriculum in the teaching process, emphasizing the creation of appropriate problem situation of teachers in order to stimulate students learning motivation, lead the students cognitive conflict; attention to the interaction between the activities of students and interaction between teachers and students; guide the students way of thinking, active process, active objects, lessons, etc. and sum up and move. The purpose of this study was to explore the "Learning Thinking" activity curriculum, peer interaction program on the impact of junior high school students.This study combined qualitative and quantitative experimental design, integrated use of questionnaires, interviews, observation and other methods to "school of thinking" activities prepared course discussion group, " school of thinking "activities program" as the experimental material . Since November 2007 in Shanxi Province, middle schools randomly selected from a Grade 6 class of 325 subjects in the experimental group 162, control group 163 every two weeks on the experimental implementation of a "school of thinking" activities program, control group to participate in normal school activities only. Trial on all "peer interaction scale" to do before the test, test after test after one year to do the experiment done to track two years later, on the difference between the results of test data, draw the following conclusions:1. Peer interaction scale good reliability and validity, can serve as a research tool for junior high school students to use peer interaction.2. "Learning Thinking" activity curriculum can effectively promote the development of junior high school level peer interaction.3. "Learning Thinking" activity curriculum to students of different genders ability to promote the role of peer interaction is different, is slow down after boys and girls is to first slow the pace.4. "Learning Thinking" activity curriculum for students of different class types of peer interaction capabilities for the role of different classes of students on the key role in promoting greater with longer incubation time, the effect became.