The Practice And Research Of Group Cooperative Leaning In The Junior Middle School Physics Experiment Teaching

The21st century is the age of knowledge economy. The UN education, scienceand cultural organization puts forward the four pillars of the future education: to leanto cognitive, to learn to do things, to learn to live together and to learn survive.Therefore, in the new century, talents should have strong ability of self-study,communication and cooperation. As one of three ways to learn, new curriculumreform advocates the cooperative learning for student to set up a positive, cooperativeand communication platform, which enables students to gain knowledge in thelearning process, train their consciousness of cooperation, and improve the ability tocooperate. Due to the significant effectiveness in improving classroom psychologicalatmosphere, improving the students’ grades in large scale, and promoting the studentsform the good non-cognitive quality, cooperative learning soon aroused the concern ofthe countries all over the world, and has become one of the main teaching strategiesand theories in contemporary. Cooperative learning is introduced into China in thelate1980s. After years of exploration and practice, the general education workershave accumulated certain experience, and also made some achievement. But the realteaching practice has many problems. Teachers are lack of cooperative learningtheories, cooperative skills are obviously insufficient, though students have the senseof cooperation, it isn’t strong enough. The miniature version of the classroom appearsin the experimental teaching, that top students talk about, but others only listen, evensome students free from the outside the classroom. These problems can’t be solved,cooperative teaching will be forms more than contents, and the various targets ofcooperative learning under the new curriculum concept can’t achieve. Just under sucha background, in this paper, the methods of the theoretical learning, teaching practiceand case analysis are adopted to study the implementation status of cooperativelearning in physics experiment teaching. Basing on the existing theories and teaching practice, the issue is identified by the following five parts: including the introduction,theoretical basis, present situation investigation and analysis of cooperative learningin physics experiment teaching, the application of group cooperative learning in juniormiddle school physics experiment, and the reflection and prospect of the study.The first one: The introduction. Describe the research background of cooperativelearning, the role of cooperative learning in the teaching, the need of carrying outcooperative learning, the necessity and feasibility of implementation of cooperativelearning in junior high school physics experiment teaching, the purpose andsignificance of the research.The second part: The theory foundation of the study, expounds the cooperativelearning and basic elements, analysis the theory.The third part: Investigation and research of the junior middle school physicsexperiment teaching and combination. Though questionnaire, interview and classroomobservation to understand the current teaching situation and cooperative learning inthe experiment and the problems, review and summary them.The fourth part：Study the cooperative learning group in the junior middle schoolphysics experiment teaching, promote the teaching strategies of the cooperativelearning quality in the physics experiment, and the cooperative mode ofextracurricular inquiry learning with analysis of actual case, introduces the operationsof three modes, show the effectiveness of the implementation of cooperative learningin physics experiment teaching.The fifth part: Summary and reflection. Put forward some suggestion on theimplementation of cooperative learning and has carried on the reflection of theproblems in the research.