Construction And Practice Of Problem-Driven Cooperative Learning Model In High School Biology Unit Recitations

In the traditional unit recitation of the high school biology, students always construct knowledge system inefficiently and teachers always put too much emphasis on knowledge,ignoring the students’ abilities and emotional development.Combining cooperative learning with problem-based teaching,we build a problem-driven cooperative learning model in high school biology unit recitations:Firstly,the teachers create a problem situation.Secondly,the students ask problem after their in-depth understanding and profiling the problem situation,then teachers guide the problems to the right way.At last, students in the form of heterogeneous groups seek and explore problem solving through mutual assistance and cooperation.It is a classroom teaching model in order to promote students’ cognition,emotion and the ability development.To reflect the student subjectivity,We strive to provide a new model for high school biology unit recitation in which students actively construct every unit’s overall knowledge system through problem solving.Through the use of this model,students learn to use a variety of cooperative learning skills,the ability to identify problems,problem-solving skills, communication skills and the ability to express is improved,the relationship between teachers and students and the relationship between students develops.The purpose of the research is to construct a problem-driven cooperative learning model in high school biology unit recitations as well as it’s practical effect.On the basis of the literature research,we overview the research at home and abroad of problem-driven cooperation learning model,related concepts defined,while the relevant theoretical basis.Then we build a operation process of the problem-driven cooperative learning model in high school biology unit recitations and put it into practice.During the practice research,we adopt two classes control method:One class for the experimental class, teachers review with the problem-driven cooperative learning model;the other one as a control class,teachers review with commonly used method.During the whole research,we use a questionnaire to survey the students’ problem-awareness and learning interest,and use questionnaire and rating scale as two ways to collect the information of the students’ sense of cooperation and the ability to cooperate.By analyzing the data,we have come to the non-knowledge role of this mode on students.By comparison of several examination results of control class and the experimental class,we have come to the knowledge role of this mode on student.Through the analysis of the questionnaires,student examination results,student evaluation scales as well as interviews with students,the problem-driven cooperative learning model has the following roles:1.Raising the awareness of students biology and learning interest2.Enhancing the students’ ability to cooperate3.Helps to build students’ knowledge system4.Fully reflects the dominant position of studentsFinally, we mention the recommendations and the prospect of the implementation of the problem-driven cooperative learning model:1. Changes in teacher2.1mprovement of evaluation mechanisms3.The Application of the problem-driven cooperative learning model in the other class types...