Research And Practice Of Group Teaching In Junior Middle School

The new round of curriculum reform of basic education was carried out at the end of last century. But, there still is little attention on geographical learning among many students and schools. It is a serious problem for every teacher to achieve the practical value of geography better and make the geographical learning of students closer to life. Everyone do not exist in isolation in the society, so that we all need cooperation with others to every now and then. In the group cooperative inquiry learning model, the importance is not only attached to the learning of basic knowledge, but also to the education of learning skill and moral objects.It is required by geography itself to study the group cooperative inquiry learning method applying in geography class in junior middle school. Geography is a comprehensive subject, which possesses the character of both natural science and social science. It plays an important role in solving the problem of population, resource, environment and development in contemporary society. There are many geographical activity in new PEP textbook, which require interaction and cooperation between students. Besides, the cognitive level of students in middle school is significantly developed and they have strong desire to express, which pave the way for student adapting in group cooperative inquiry learning.Based on the junior middle school geography classroom experience and the theories of sociology of teaching, cognitive psychology, education and teaching, the practical meaning, organization method and existing problem of group cooperative inquiry learning method are investigated. Based on the practice experience in Xi’an Tieyi Binhe School, the current implementation situation of group cooperative inquiry learning in geographical teaching is analyzed using questionnaire method, classroom observation, mathematical method and comprehensive analysis method. The implementation method of group cooperative inquiry learning is discussed in terms of partition and development of group, the operability of group cooperative inquiry learning, the training of subject representative of a group, reasonable evaluation and guidance, and the design of teaching process. And the basic pattern to handle this method is proposed. The result shows that, by introducing the group cooperative inquiry learning method, the interest in geography of the students is raised resulting in an initiative learning attitude of the students, especially of the student with learning difficulties. What’s more, it help the students to build the ability of cooperation including solving problems together and listen to others. So, it is significant for social development to introduce group cooperative inquiry learning method into classroom teaching.Focusing on the combination of cooperation and inquiry, practical experience and conclusion is obtained in this work. Meanwhile, by analyzing the implementation pattern of group cooperation inquiry learning in Xi’an Tieyi Binhe School, the specific implementation method is proposed, which could provide a reference for other geography teachers.