A Primary Study On Promoting Group & Collaborative Learning In High School Physics Teaching Abstract

In this era, we have an economy based on knowledge, which calls for one's basic quality of getting on well with others. However, today's students not only lack of skills to deal with others, but also lack of sufficient perseverance and confidence to overcome the difficulties encountered, which leads to an even more inefficient physics class. Facing such a serious situation, the author tries bringing in a new teaching method—cooperative groups learning when teaching in class. Applying some relevant theories and then confirm them in teaching, the author hopes to make a foundation for a further study and reform practice by a scheduled practice program, even when it can't change the present situation so clearly in such short time.In order to conduct the research basing on the advanced teaching theories and specific case in the school, the author did a lot of study on varieties of documents, and obtained plenty of valuable data through the questionnaires on students' attitude towards their study as well.The author personally selected and taught two classes of average students who are doing similarly in study to help. In the experimental class, the students were divided into groups of four in accordance with the "heterogeneous grouping" principle, using a variety of team-building interdependent skills to enable students to initially master the use of cooperative group learning skills and techniques.During the experiment, the author combined relevant educational psychology, drawing on the experience of other researchers, carefully designed for our students a complete real cooperative learning teaching process, including:cooperative learning objectives, tasks, methods, structure, monitoring and evaluation of several aspects of the design. The design of the whole teaching process centered on how to improve the cooperative learning groups' ability to take the advantages of the whole team, how to do effectively in study, and how to make more students to participate in the study.In the experimental class the author applied the cooperative learning process to teaching, while using traditional teaching methods in the control class. After a few months of practice and exploration, through the pretest, posttest, and interview, the comparative analysis of the preliminary results are obtained as follows:First, through the rational use of positive interdependence, scientific and reasonable method of monitoring and evaluation strategies, we can build an efficient co-operation group.Second, by applying cooperative learning, we can mobilize the students in the participation in the class and improve the students' interest in learning physics, thus finally promote their academic performance in class.Third, students can gradually improve their abilities of expression and cooperation skills by a scheduled training program.Fourth, cooperative learning in teaching some new courses or review teaching methods can be better than the traditional lecture teaching.