The Practice And Application Of Cooperative Learning In The Teaching Of Classical Chinese In Junior Middle School

In our society, cooperation plays an important role. More and more teachers usethis mode in their teaching classes. It can strengthen the communication betweenstudents and students, more frequency of training students ability, thinking abilityand people skills. So this method is widely used in various teaching.In the classical Chinese teaching in junior middle school, inquiry learning modeof cooperation can be said to be making progress, but there are still someshortcomings. Learning classical Chinese in junior high school stage adopts themodes of cooperative learning, is a perfect combination of the modern teachingmode and Chinese classical classics. It can help students to learn classical Chinesefaster, better, more effective, training students for the classical Chinese learninginterest and enthusiasm. Now the literature for the study of cooperative learning hasa lot of, but the combination of cooperative learning and discipline, especially theresearch on cooperative learning combined with a kind of literary style in thediscipline or less.Students in the primary school stage and has not studied classical Chinese, sothe junior middle school is an important stage for students to learn classical Chinese,classical Chinese is an important stage of solid foundation to lay students. Throughcooperative learning model allows students to learn classical Chinese? This will bethe focus of this paper. Therefore, this paper from the following several aspects toelaborate on this problem:The first part: the comprehensive set of cooperative learning, cooperativelearning background and present research situation, the research status of domesticand foreign cooperative learning.The second part: the meaning and significance of cooperative learning inChinese teaching. The feasibility of using cooperative learning in middle schoolteaching classical Chinese.The third part: the construction of cooperative learning in the teaching of thejunior middle school writings in classical style, combined with the psychological characteristics of junior high school students and the characteristics of cooperativelearning in junior middle school writings in classical style.The fourth part: the expanded form of cooperative learning in junior high schoollanguage classroom, process and the specific mode of operation, the process ofcooperative learning and classroom seating arrangement etc.