The Problems And Countermeasures Of Cooperative Learning Of The Teaching Team At Junior High School Mathematics

"Compulsory education mathematics curriculum standards (Revised version)" clearly point out the way on study:Study should be a lively, active process and full of personality, in addition to the learning, hands-on practice, self-exploration, cooperation and communication is also an important way of mathematics study, the students should have enough time and space to have observation, experiment, speculation, verification, reasoning, calculation, etc. To carry out cooperative learning groups in mathematics classroom of junior high school can expand the communication between students, breaking through the simplex communication between teachers and students, and fully reflected students’dominant position in the learning activities, it also effectively promote the student’s study ability and innovation capability. However, in the actual implementation of the teaching process, there are many problems, what cannot really play the efficacy of cooperative learning groups. In this regard, this text has three-part to expound the problems and countermeasures in mathematics teaching and cooperative learning group of a junior high school.First, regarding the problems and countermeasures in mathematics teaching and cooperative learning group of a junior high school, the text has an in-depth analysis of research, and pointed out six issues:(a) grouping at discretion, ignore the member matching reasonableness;(b)the junior school students co-participation is not balanced, lack of the sense of subjective cooperation;(c) the content is not suitable for co-operation;(d) neglect of cooperative learning with the disadvantaged groups;(e) the role of teachers is not in place;(f) the evaluation is not comprehensive, lack of effective evaluation methods.Secondly, the text has an objective and subjective analysis of the existence reasons.Finally, to give full play to the advantages of cooperative learning, and optimize our mathematics teaching, this paper presents six positive response strategies:(a) form of a scientific cooperative learning groups;(b) to develop students awareness of cooperation and collaboration skills;(c) the integration of suitable content of co-teaching;(d) attention to the growth of the disadvantaged groups in cooperative learning;(e) the teacher should play a scientific role;(6) Establish a reasonable evaluation system.