For Primary School Chinese Second Learning Cooperative Learning Content Study

Cooperative learning is the new curriculum to promote a new way of learning, but also a new round of the curriculum reform of basic education is a major bright spot. The cooperative learning to implement specific primary school Chinese classroom teaching to go to, in the teaching practice exploration of construction field has a certain universality in Chinese classroom cooperative learning mode of operation, has very important practical significance.This study focuses on the primary school for second period of Chinese cooperative learning content, through literature research, action research, classroom observation and case study method, is proposed for primary school Chinese teaching cooperative learning the basic principles and the selection criteria, and on the basis of the principles and standards of selecting six categories for cooperative learning content, in contrast to the class teaching practice of contrast verification test.Research shows that:The1curriculum reform in primary school Chinese teaching, cooperative learning has many problems, such as:cooperative content is not suitable for group members, unreasonable, group discussion form and teacher evaluation of the single, the generation of these problems, resulting in many classroom cooperative learning becomes a mere formality, students in this process, cooperation ability did not improve and development of.2according to the" Chinese course standard"2011specific requirements, combined with the primary school second school students physical and mental development characteristics, determine the Chinese cooperative learning content selection principles, namely:descending to extract effect principle, research guided thinking principle, principle of operation, a plurality of supporting principle, principle of integration.3combination selection principle, according to the national education goal and education policy, from the knowledge and ability, process and method, emotion attitude and values in three aspects of the development of students the content selection criteria, i.e.:Knowledge and ability level, cooperative learning content to be conducive to the realization of course before the expected teaching goal, in favor of subject knowledge in the practice of the comprehensive use, can improve the students’ ability to collect and deal with information;Process and methods, cooperative learning content should be beneficial for students to discover problems, put forward the question, is conducive to the development of students’ innovation ability, is advantageous in the student on the cooperation of the evaluation and reflection; The emotion attitude and value dimension, cooperative learning content to meet the physical and mental development of students, help students develop a collective sense of responsibility, to actively participate in the cooperation learning experience the joy of learning, help students learn to respect and appreciation of others.4for reading, writing, comprehensive study in three areas to choose key teaching case comparative analysis, summarizes the suitable for primary school Chinese second learning collaborative learning of six categories, namely:literacy larger Chinese characters ancient home plate; plate; writing and writing modified comprehensive relay; learning content; content short lively text material; subject to a connection between learning content.according to the above conclusion is proposed to improve the primary school language cooperation study suggested that:intentions of studying teaching material, grasp the overall characteristics of materials; select suitable for cooperative learning in classroom teaching content; the careful observation of the timely adjustment of teaching strategies; in practice, research thought enhances the effectiveness of cooperative learning; have been identified for the primary school Chinese second school period of cooperation learning content selection principles and criteria of rationality in the next round of teaching practice in argumentation and modification.