Implemented By The Teachers' Concept Of Cooperative Learning And Cooperative Learning

With the development of education and the changing demand of people resource, it becomes the main task of education to develop students' abilities of understanding, of cooperation, and of exchanging. It also becomes one of the important tendencies of current educational development to foster students' ability of caring and cooperation. Under such social and educational background, cooperative learning is the initiative answer of education to the qualified person requirement of modern society. It has great theoretical and realistic meanings to implement cooperative learning, to realize the goal of subject learning, to form the harmonious partner relationship, and to develop students' social skills in the process of cooperative learning.Under this context, we aim to research the following problems: 1) how did the teachers understand the cooperative learning? 2) What effects did the different concepts of teachers' cooperative learning exert on it implementation? 3) Did these effects have significant difference? Under this consideration, first of all, the research makes the questionnaires to know the teachers' concepts and implementation of cooperative learning. The results show that there are no obvious differences in implementation of cooperative learning, although the teachers have different opinions of cooperative learning. Why is it? The teachers have many misunderstanding in implementation, such as, their weak theoretical base, improper cognition of the main body and the basic elements of cooperative learning. Aiming at these problems, to insure cooperative learning carry out successfully, the necessary measures are that the teachers should change their misunderstanding of cooperative learning. On the base of the correct concepts, the teachers and students should communicate actively and recognize the elements of cooperative learning correctly.The research only does "be" observational analysis and "ought to be" strategy thinking and distinguish for the thesis of the teachers' concepts of cooperative learning and implementation of cooperative learning. In fact, there are many related problems needing to be systematic research further. For example, does "ought to be" strategy thinking and distinguish possess realistic effectivity? How can the teachers' concepts of cooperative learning be changed conscientiously? How can the cooperative learning be guaranteed in instruction system? How can the spirit of cooperative learning be embodied better in textbook constructing? And so on.