The Junior School Mathematics Teachers’ Cooperative Learning Implementation Status Of The Investigation And Study

With the development of the curriculum reform, the teaching form appeared insuccession as the individual teaching, classroom teaching and group teaching.Cooperative learning, as an improvement of the traditional classroom teachingmethod, has entered the junior school mathematics classroom, which has beenconcerned by most teachers, and became one of the main directions that realizesstudents’ change of their learning style in the curriculum reform. In the middle schoolmathematics classroom, the teachers are changing their beliefs and trying to improvethe teaching efficiency. Therefore, cooperative learning has been showing its uniquerole in the junior school mathematics teaching, and its study of junior schoolmathematics classroom cooperative learning is very meaningful.The research about cooperative learning in china and abroad, is mostly focusingon education level, with less about mathematics. Mathematics cooperative learningresearch is not perfect. For different regions, there is lack of specificity and theresearch object is also from students to consider. Therefore, studying cooperativelearning situations of the junior school mathematics teachers are very necessary.The study chooses “The junior school mathematics teachers’ cooperativelearning implementation status of the investigation and study” as the topic. Firstly, thepresent study reviewed the theory interims of the cooperative learning and designedthe teachers’ questionnaire and interview outline for the teachers based on thecharacteristics of mathematics learning of junior school. Secondly, we chooses thejunior school mathematics teachers in Liaoning Province as the research object, usingthe survey method, to know the conditions how the teachers in the mathematicalclassroom implemented of cooperative learning. All the things strive for having amore comprehensive understanding which the junior school mathematics teachersimplement cooperative learning situation.We found that the attitudes of the middle school mathematics teachers forcooperative learning are very positive, and cooperative learning in mathematics classhas been widely used. In the second, teachers master the theories mostly from their own teaching experience or obtaining in the actual operation. Thirdly, in the process,the teachers pay attention to student guidance and the control of the class, but stillhave some insufficiencies, for example, ignoring feedback, group inappropriately,focusing on cognitive objects excessively, ignoring the process and the affectionobjects. In the last, for the effect of the cooperative learning, the teachers improvestudents’ mathematics learning ability and promote the development of mathematicsthinking on the one hand. On the other hand, they had some doubts about thecooperative learning had reduced the gap between the students.According to the results, the present study proposed four suggestions only frompersonal views. Firstly, we should focus on independent thinking and students’knowledge to reconstruct. Secondly, the content design in the cooperative learningshould focus on the training of students thinking. Thirdly, we also should payattention to the process and affection evaluation. Lastly, the teachers should reducecompetition among individuals and introduce the competition mechanism betweengroups.The above investigation and analysis is designed for current compulsoryeducation in the curriculum reform, which can support some realistic basis to furtherimplementation. So the mathematics teacher can obtain some inspirations from action,promoting cooperative learning better into the junior school mathematics classroom.