Research On Geography Classroom Cooperative Learning Practice Based On "Inclusive"

It’s put forward in the basic ideas of the revised edition of ’Full-time compulsory education geography curriculum standards’, issued by the Ministry of Education, that ’we should advocate diverse geography learning methods, encourage students’ self-study, cooperation and exploration’. From 2005, Nanjing has been implementing the teaching experiment of small class education. During the process, experts summed up three main strategies:’inclusivity, individuality, and activity’. In order to put the’inclusivity’ strategy into practice, Group cooperative learning becomes the basic element of class. Cooperative learning has been hailed as’the most important and successful reformation in decades’, and it has been determined to be a teaching strategy and leaning approach that is worth advocating.Through education practice and investigation, the writer finds that due to the influence of traditional teaching approach and students’ individual difference, there are still some problems in the geographical cooperative learning practice, for example the students’ participation rate is on a low level. In view of the current problems in cooperative learning of geographical teaching, and in order to enhance the effectiveness of cooperative learning, to make every student get involved in it, so that they can have more overall and useful practice, representing the inclusive strategy, the writer employs my own teaching practice, and use the theories and experience of experts and scholars for reference, with questionnaires and classroom observation, finding that the main factors affecting the’inclusivity’ in geographical cooperative learning are:Inadequate preparation before class, unbalanced student participation, inappropriate learning content, unsuitable discussion session, unscientific cooperative evaluation and so on. Based on that, the writer did some exploration in practice in following aspects:1. establishing effective cooperative learning group in geographical class; 2.creating a good atmosphere of cooperation learning; 3.Cultivating students autonomous learning ability; 4.fostering students’ interest in cooperation learning; 5.Perfecting the evaluation system in cooperation learning. Through the research, the writer is striving to strengthen students’ interest in geographical learning, enhancing teachers’ teaching ability, and make everyone not only participate in cooperative learning, but also learn knowledge effectively.