Implementation Of Cooperative Learning Theory And Practice Of High School Biology Teaching

Initiated in the United States in the early 1970s, Cooperative Learning (CL for short), the initiative and effective teaching theory and strategy achieved its substantial development from mid 1970s to mid 1980s. Prominent in warming up the classroom atmosphere as well as improving the students' learning and cultivating their non-cognitive character, CL has attracted the worldwide attention overnight and become one of the main teaching theories and strategies nowadays, therefore established the reputation as "the most important and successful teaching revolution in the past decades".CL has been introduced to China since early 1990s. Some scholars and experts have researched into CL by numerous experiments and have made great achievements. CL has been one of the three learning methods advocated by the new basic education revolution. Nonetheless, it has yet been brand new to a lot people in China. There are quite a few disagreements in understanding CL. Much research is limited in the theoretical field and there is lack of detailed operation, teaching patterns and criticism on CL. The lack of integration of CL into biology teaching brings, particularly, inconvenience to implement CL in biology teaching.The author here tries to reform the traditional biology teaching pattern by putting CL theory into practice, on the basis of learning from the others' theories and ideas, cultivate the students' activity, team spirit, cooperative skills, creativity to acquire information through various ways, and build a new type of relationship between the teacher and the students. In this way, biology teaching is entitled to students-centered, i.e., not only cultivating the students by knowledge-acquiring, but paying more attention to the development of all students in an all-around way.The thesis uses the methods of literature research, investigation and experiment, etc. The following seven parts composes this thesis:Part One is the brief introduction on CL. In the theoretical perspective, the author displays the connotation, the significance of CL and the research in this field home and abroad. In addtion, the author makes some comparison andanalysis about some concepts related to CL.Part Two mainly displays some basic theories of CL. From the humanism psychology, socio-psychology, cognitive psychology, etc., this part explains the theoretical basis of CL and briefly describes some basic concepts, elements and methods of CL.Part Three covers a questionnaire on the CL implementing in the current biology teaching in a high school. First, this part shows the questionnaire by statistics. Then, it analyzes CL for the current biology teaching from two stands-both from the teacher and from the students;and the causes behind this phenomenon in order to stress the necessity of implementing CL in the biology teaching in high schools.Part Four is mainly about the theoretical research of CL in biology teaching in high schools. Through analysis on the necessity and feasibility of implementing CL in biology teaching in high schools, the author narrates the basic principles and strategies in implementing CL. With regard to teaching practice, the author put an emphasis on the four basic patterns as followed: new lesson pattern;experiment pattern;review pattern and group investigation.Part Five describes the research into CL implementation in biology teaching in high schools. By putting CL theory into practice and tests its feasibility in the real-life teaching, this thesis shows the positive effects of CL for biology teaching in high schools in cultivating the students' activeness, interest and attitudes to learning, cooperative attitudes and skills as well as making achievements in their learning.Part Six gives a conclusion of the study.Part Seven analyzes the problems occurred in CL implementing and puts forword corresponding proposals.