A Study Of The Strategies About The Group Cooperative Inquiry Experiment Teaching’s Implementation

"Cooperative learning" and "inquiry teaching" are new teaching ideas which advocated bynew curriculum reform. Group cooperative inquiry experiment is the carrier that fully embodies thecooperative learning and inquiry-based teaching, it is supposed to be an important part of heclassroom teaching today. This paper is based on the new curriculum standard, interpretation ofnew curriculum standard, Science Curriculum and Teaching Theory and a lot of Mater and DoctorStudents’ theses, and it explains the requirements of teaching objectives, teaching content, teachingprocess and teaching evaluation in the group cooperative inquiry experiment teaching.By the survey of117science teachers from seven middle school, I find the teachers are notdo well in comprehending the teaching goal, teaching content and teaching process and teachingevaluation of group cooperative inquiry experiment. There are some problems, mainly:1)They arelack of complete understanding about group cooperative inquiry experiment’ teaching target.2)Don’t know how to choose group cooperative inquiry experiment teaching content.3)They arelack of the guidance of the theory and practice to explore the process of team cooperationexperimental teaching.4)They are lack of understanding evaluation mechanism of groupcooperative inquiry experiment teaching.These problems lead to most of the schools can’t carryout the group cooperative inquiry experiment teaching. The practice seriously violated the newcurriculum reform’s idea.This paper is based on problems of the current front-line teachers in group cooperativeinquiry experiment teaching, through studying a large number of literature study and practicerepeatly, interpretate the teaching goal, teaching content, teaching process and the requirements ofthe teaching evaluation of group cooperative inquiry experiment teaching, on the basis of the fouraspect, put forward some in-depth understanding suggest and implementing recommendations.This article is divided into four parts. The first part is the introduction, which expounded thepurpose, significance, contents and methods of this study and combed domestic and foreignprogress of the cooperative learning and inquiry experiment teaching. The second part is thetheoretical part, which expounded the relevant theories of group cooperative inquiry experimentteaching, and it also defined the key words, and introduced the requirements of goals of groupcooperative inquiry experiment teaching, the principles of selections of teaching contents, and requirements of process and evaluation of the teaching.The third part is about of the results andanalyses of survey of group cooperative inquiry experiment teaching, which mainly involves thefront-line science teachers’ understanding and practice of the goals, contents, process andevaluation of Group cooperative inquiry experiment teaching. The fourth part put forward thesuggestions of comprehension and implementation of the goals, contents, process and evaluation ofGroup cooperative inquiry experiment teaching.