Experimental Research On Different Grouping Programs Of High School Information Technology Works

The new curriculum reform emphasize cooperative learning, group teaching teachers to teach and how students learn ways of teaching as a way to change the form of organization has been widely used in classroom teaching. The typical grouping homogeneous grouping, and heterogeneous grouping, but both good and bad of the grouping has been the researchers controversial topic. In this study, in line with the objective attitude towards research literature, interview, questionnaire, mathematical statistics and teaching experimental method, lesson type select more suitable for group teaching high school information technology courses-works produced lesson teaching select a parallel classes in two equal number of classes of Class A and Class B at the same time carry out homogeneous grouping, and heterogeneous grouping experimental teaching content of the works produced high a compulsory textbook chapters. IT disciplines ability of high school students as a grouping of "quality" point, experimental time for one academic year, to carry out the first round of last semester experimental period of 8 hours a month four weeks, the experimental production of electronic content for packet tabloid; next semester to carry out the second round experimental three-month around 8 hours, experimental content site planning production groups. A large amount of data obtained through the experiment, the experimental results of statistical analysis of the data through mathematical. Experimental results show that:1. Experimental results are consistent with experimental assumptions. The the homogenous group teaching experiments, room for improvement works produced scores of students in the high group and low group is greater than the results of grouping students headroom. Heterogeneous grouping teaching experiment, students in the group and low group works produced results greater than the high school students, room for improvement. Compared with individualized learning, cooperative learning experiences can promote learning or the learning of a particular subject have a positive attitude, but also can improve the attitude of the students of other partners. In group teaching in the classroom, students have the opportunity to interact with teachers and other students, and therefore are more satisfied with the learning process, and maintain a positive attitude in the course of study.3. Actual teaching experiments, in order to assess students achieve teaching objectives with a single evaluation method apparently can not meet, you should take a variety of evaluation methods and means, such as teachers through observation, interviews, questionnaires, etc. way to fully understand and evaluate the collaborative learning process.