Junior High School Biological Feasibility Study Of Cooperative Learning

The cooperative learning theory rises in the1970s. Through America, Germany, Israel and other countries’ practice and exploration, a large number of genres and learning modes formed. Thus, it was accepted by the pedagogical circles in China. The intellectuals launched a large number of practices and theoretical research. The traditional mode of competition commonly will deviate the purpose of education. Compared with traditional mode of competition, the cooperative learning adapts to the development of society better. In order to promote people’s mutual understanding and deepen their cooperation. Cooperative Learn Theory comes into being.Despite a large number of studies on effectiveness of cooperative learning in academic performance, student’s cooperation skills and attitudes, student’s psychological growth and emotional development, cooperative learning research and practice in China is still relatively shallow due to its short time development and lack of long-term planning. The research emphasize too much on the form of small groups, without the formation of the corresponding evaluation system. Besides, there is no accurate guidance that how should teacher plays their role. The main setting of the students are not in place is another problem. Many theories mix without clear guidance and deep-rooted Big-class teaching model and all the above problems become the obstacles for cooperative learning development.In order to tackle these problems, after getting an adequate knowledge of this theory and gathering rich information, the author went to a school to practice Cooperative Learning Theory. Although my practice is not significant in the whole stream of developing cooperative learning, it may make sense in regional education development.In a school in An’kang City, Shaanxi Province, the author carried out a bold attempt, using the biology curriculum as a teaching case. After the survey analysis and preparation, the cooperative learning teaching practice was implemented successfully five times. Later, the author had an instructional design of cooperative learning course, the seating arrangements, group classification and tasks. These designs were improved in the actual teaching process.Drawing lessons from previous experience, the author also managed the evaluation and monitoring parts to have a better evaluation of monitoring and group study.Finally, at the end of the semester, according to plan, the author completed the task of teaching and the comprehensive evaluation of group cooperative learning model. On the basis of the data and analysis, the author has following conclusions:First, Cooperative learning model must base on certain conditions of teachers and operable mechanism, otherwise it would neither reach expectation nor has efficient effect.Second, there is a certain range of cooperative learning. Different courses at all levels of knowledge and skills are not fully applicable. Thus, teachers need to have targeted operation.Third, both teachers and students need to improve their skills of cooperative learning and get preparations to meet the standard of cooperative learning model.At last, student’s positive attitude towards cooperative learning is of great importance, which promotes their skills of cooperating.As it is the author’s first practice on cooperative learning, some problems happened beyond expectation, which had subtle influence on this practice. However, we could learn the lesson from them. We should have a prudent attitude to promote cooperative learning and make it popular.