Practice Of Teaching Cooperative Learning High School Language Reading

The theory of cooperative learning in recent years by the domestic and foreign education popularized and very fruitful a teaching theory and strategy, the new "ordinary high school language curriculum standards (experimental)" also actively promote autonomy, cooperation, explore learning mode reform. Based on the new Chinese course standard as the background, combined with the concrete teaching examples, from the cooperative learning implementation, evaluation and requirements for teachers and other aspects of how to effectively carry out the Chinese group cooperative learning. Group cooperative learning is the carrier, must have the members in a group of positive interdependence relationship, personal responsibility, social skills, face-to-face promotive interaction and group self evaluation where the elements, with " group homogeneity, within the heterogeneous group " features. Cooperative learning content should be centered on the new course, new teaching focus and difficult to design, select and determine the number of exploratory, comparison, induction, summary and expansibility problem. Class cooperative learning and extracurricular reading can realize organic combination. Autonomy, cooperation, exploration, as three different ways of learning, promote each other, organic unity in the process of learning. In addition, cooperative learning evaluation should also pay attention to diversity of main body of evaluation and process evaluation, taking self evaluation and self-evaluation combination mode. The teacher wants to change in the way of teaching to promote the change of students’ learning mode, fully believe that students, recognition of students, for students to create conditions for cooperation learning.