Junior High School Mathematics Cooperative Learning Problem Investigation And Countermeasures

The exchange, the cooperation are human society survival until now important powers, facing knowledge economy's arrival and high tech's swift development, the competition all the more intense the 21st century society, cooperation consciousness is very important consciousness. The group cooperative learning is one of the main teaching methods for promoting, in the new curriculum reform. It is studied by many educators and applied fulfillment in the classroom. Teaching practice shows that if we want to carry out the cooperative team learning efficiently and play its part to the full, we must make a long term Practical Study of Classroom Teaching, keep on exploring the problems in the process of the cooperative team learning.The article mainly investigates the question which appears in the junior middle school mathematics classroom the group cooperative learning, and in view of the existing question proposes some countermeasures and the suggestion. It has mainly used documentation method, questionnaire method, interviewing method and observation method and so on. This article, first of all, has made the summary to mathematics group cooperation learning theory, including cooperation learning history, cooperation study conceptual definition, as well as present group cooperation learning state of the field aspects and so on. Then carries on the questionnaire survey, the interview to the teacher and the student, as well as observes to the group cooperation learning classroom on the spot. The questionnaire survey result has mainly been analyzed from teacher's teaching and the students' study two aspects. And some questions have been discovered. Some questions are:Teacher doesn't take the group cooperative learning seriously in mind; teacher doesn't hold the connotation of the group cooperative learning; teacher's role in the group cooperation study, has not located reasonably; the teacher designated course content too at will; the teacher constructs unscientific group, division of work is not clear in the group; the teacher doesn't organize the group's discussion well in the class; the teacher formulated evaluation system unscientific; unreasonable to the group cooperative learning. Student has not changed study way; cooperative technical lack; student's percentage participating imbalanced; the group cooperative learning produced little effect.In the end, this article proposes some countermeasures and the suggestion in view of existing the question from enhance teacher's quality, clear about the organization and implementation flow of the group cooperative learning, formulates scientific evaluation system and combines traditional educational model four aspects.