Ecological Classroom-based Co-operation Of Research And Study

Cooperative learning is the current domestic and foreign teaching theory and strategy system that many countries generally use. It is the student'heterogeneous group cooperative learning as the basic form, through student'mutual association, with groups'evaluation standard grades together to achieve learning goals. Its essence is to improve students'grades, improve students'cooperation communication skills. Classroom activities are the subject of teachers and students, teachers and student interaction, and the interactions between three forms. The class was in return to natural ecological environment of humanism with life. It will let the students actively learn knowledge, skills, and make teachers and students in emotion, and attitude, values and physical and mental aspects of unceasing progress. Cooperative learning and ecological classroom activity subject are all teachers and students in classroom teaching, and ecological environment in the build and cooperative learning classroom pursuit is consistent, tried to do what was rich natural, democracy, humanized class, achieve student knowledge and capability is improved. Therefore, in ecological classroom in cooperative learning research is very valuable. This article, from the basic concept of ecological classroom, explores cooperative learning of ecological class to the current positive influence. Cooperative learning in the ecological problems existing in the classroom is analyzed, and some of the causes of class based on ecological cooperative learning implementation are suggested. So that students learn in a natural and harmonious, democracy, equality ecological class, it will improve their grades, cooperation ability, thus promote further the development of life.The thesis is divided into the following four parts:The first part:on the ecological classroom and the essence and characteristics of cooperative learning is analyzed. Ecological class is to look at the Angle of ecology in harmony, classroom, democratic, return to natural and humanistic of life classroom. Teachers and students are the main body, living together in pleasant teaching environment, which lets the student learn knowledge and skills, in an active way. Teachers and students can interact in a multi-level way and get progress so that their potential ability will be developed. Thereby it will promote their learning to get natural harmonious development. Ecological classroom reflects life sex, inter-subjectivity, dynamic, process of sexual characteristics. Cooperative learning is for students with heterogeneous group among the members of the basic form, by using various factors such as mutual association,with groups results for evaluation standard, together to achieve learning goals, in essence, is to improve students'learning efficiency, cultivate students'cooperation skills, comprehensive, encouraging, subjectivity, equality, complementary characteristics.The second part:the structure and ecological classroom of the basic elements of cooperative learning is analyzed. Ecological education and ecology of class is microscopic research, is the life system and environmental system in their classrooms by combination, teachers, students and the three parts of the classroom environment. According to the relationship between the main body and the environment, the classroom is divided into natural environment, social environment and cultural environment and mental environment. Basic elements of cooperative learning are positive interdependence, personal responsibility, face-to-face promote interaction, interpersonal, team skills and team reflection five components. Only for ecological respectively for class and cooperative learning structure has in-depth understanding can we discover the ecological classroom and cooperative learning in relevant link.The third part:positive impact of cooperative learning of ecological classroom. Teachers and students, respectively from the three aspects of ecological environment on the classroom, cooperative learning of influential factors are analyzed. Think teachers'teaching concept, professional quality, students'physiology, psychological factors, environmental aspects of physical environment, regulating environment, and social environment on whether students voluntarily and consciously cooperate with others, contacts have close relations, three aspects of natural and harmonious development of cooperative learning plays an active role of influence.The fourth part:class of cooperative learning of the ecological restriction. At present, cooperation study in China has been studied for many years, but in class there exists some problems in the implementation of cooperative learning, i.e. teachers'teaching formalized, process liberalization, eugenic leading change, evaluation simplification. These are because teachers teaching ideas solidifying, theoretical study of cooperative learning is insufficient; teaching operation evaluation process chaos; Students'cooperation consciousness, cooperation ability, etc have defects. Although some scholars have realized our cooperative learning of some problems existing in the classroom, but not realize students'learning "classroom" the main base for the influence of students'cooperation, class of ecological environment has also bad students lack of cooperation consciousness main reasons. Therefore, the study of cooperative learning should be devoted to ecological class, can realize students' cooperation.The fifth part:based on ecological classroom cooperative learning implementation design, namely, follow the basic law of ecological classroom in practice, and puts forward some suggestions on the implementation of cooperative learning. Performance for the following aspects:(1) the cooperation in the classroom environment settings to the classroom color, temperature, lighting, dimensional size and student seating arrangements, want to accord with human standards; In cooperation group, attention should be paid to control when layout, reasonable use of group size grouping principle and paying attention to the group members role division of work. (2) cooperation, not only should include the goal set the goal, the more major cognitive emotional goal as social objectives that the design goal, the skills of cooperative learning in specific design, should put academic goals and social skills ob3ective. (3) cooperation process design, the first task, make students constructing task clearly needed and how to operate; Secondly, using method of monitoring or interfere with the students'cooperative learning; Finally, the students summarize to complete the task. (4) cooperation, the evaluation of construction formative assessment and summarizing evaluation combination, collective evaluation and personal assessment combination of the principle of evaluation; Enlarge evaluation body, make the teacher evaluation, student evaluation, group evaluation, between groups jointly as evaluation subject; proved flexible design goal evaluation content, according to the level of the advance level for standard; or evaluation method, according to the principle of diversification objectivist, of evaluation content, evaluation body different independent design and evaluation method.