Cooperative Learning In Middle School Information Technology Teaching Of Applied Research

Abstract:In today’s society, science and technology is a hitherto unknown force in the development of the whole society produced tremendous effect, but also has had a great impact on education, traditional inherent in the mode of education will be faced with new opportunities and challenges. Information technology curriculum because of its own characteristic natural stands in the forefront of education reform, the author tries to high school information technology courses as the carrier, through the development of cooperative learning, to improve the students’ learning interest and achievement goal, while promoting teacher-student, student-student cooperation and exchange, to cultivate students’ autonomous learning ability and innovative spirit.This article uses the literature research, questionnaire investigation, experimental research methods, explores the cooperative learning model was applied to the high school information technology courses to students have multiple effects, such as learning interest, learning, cooperation consciousness, ability to communicate. The study of the three stages, respectively is:the preparation stage, the implementation stage, summing up the reflection phase, the whole activity lasted one semester. In order to better illustrate the practical research results, in this study employs a control class and experimental class contrast method.The results showed that:the experimental class students’ interest in learning, cooperation consciousness and skills are better than the control class, the experimental class and the control class written examination scores showed no significant difference between the experimental class, the operation performance is slightly better than that of the control class. Only from the point of view, cooperation learning mode in improving the learning interest of the students, promote the students’ cooperation consciousness, but to improve the academic achievement of students no significant advantage.After reflection, the author found that realistic target task can stimulate student’s participation enthusiasm; moderately difficult tasks more conducive to cooperation study. In the course of study also found some problems, such as how to maintain order in the classroom, how the student participation degree of control and adjustment, how to develop more rational and comprehensive process evaluation system.