The Problems And Strategy Of Primary-grade Classroom Cooperative Learning

At present China’s new round of reform of basic education is in full swing, issued by theMinistry of Education, Basic Education curriculum reform Program (Trial), it is clear that:"teachers in the teaching process with students positive interaction and common development,properly handle the relationship, impart knowledge and training ability and focus to developstudents’ independence and autonomy, and guide the students questioned, investigation,research, learning in practice, to promote the students under the guidance of teachers,personalized learning." It can be seen that, independent learning, inquiry learning andcooperative learning to become the new way of learning a new era of education in Chinapursued.The initiative of the new curriculum reform, schools all over the country on classroomcooperative learning launched a wide range of learning and practice; elementary schoolclassroom discipline has been significantly improved。From the original "chalk and talk"results-oriented teaching toward the teacher-student interaction, life and discusscooperation-oriented teaching. This study used qualitative research methods to study the realities of upper primary classes classroom cooperative learning as well as problems.The course of the study commenced in accordance with the two lines:(1) For the focuson two primary schools in Taiyuan, In classroom observation as well as instances ofinterception in a timely manner, and in the after-school evaluation of teachers on aspects ofcooperative learning in the class and talk about their ideas.(2) on the first line in the twoprimary teachers (for8people) interviews to understand the actual status of the teacher in theclassroom cooperative learning links, as well as the classroom cooperative learning.The study results show that: the primary-grade classroom wider application forcooperative learning, from the actual effect of the classroom, cooperative learning links doesplay an active classroom atmosphere to promote student exchanges, and a series of positiverole to enhance students’ cooperative engagement capability. However, the actual operation ofthe cooperative learning in primary grade classroom there are still some problems, includingteacher understanding of misunderstanding and operational mistakes; insufficient studentunderstanding.Between the above, this study proposes a corresponding improvement measures:(1)correct understanding of cooperative learning, choose the appropriate topic for discussion;(2)an appropriate extension of time to strengthen the independent thinking of students to discuss;(3)"heterogeneous grouping" principle, enhance the integrity of the group;(4) evaluation angle diversify and strengthen the team self-assessment;(5) discussed cooperation on thebasis of the introduction of competition mechanism;(6) to strengthen the guidance andsupervision to enhance students’ sense of discipline.