Status And Strategy Of Cooperative Learning Geography Group

Today’s middle school geography teaching has been long affected by the exam-oriented education, students used to the traditional teaching mode that teacher is speaking and students studying. Cooperation consciousness is very weak. With the launch of the new geography curriculum standards and the dominant position of students in class further established, teacher role transformation made the classroom form has changed, as the geographic education workers, must follow the modern education idea, the independent inquiry, practical experience, cooperation and exchange of learning styles and the combination of receptive learning, cooperative learning will be introduced to middle school geography class. The connotation of cooperative learning is learning to be cooperative in the learning, in-depth study in the cooperation. It with the middle school geography field practice, geographical experiments and class cooperation can closely combine; here it can arouse the students’ interest in learning geography, beneficial to the improvement of the subjects, the establishment of self-esteem, self-confidence, and make students form good cognitive structure, strengthening the students’ cooperative skills and geographical thinking. Cooperative learning as high school geography teachers should help students form a geographical thinking, familiar with the basic process and method of geographic issues, has the preliminary ability to solve geographic problems.I read a large number of educational theory books on cooperative learning literature, comprehensive discussion and theoretical basis for analysis and come to the meaning of the geographical cooperative learning, cooperative learning, processes, roles and features, the use of classroom observation and questionnaire, the status of secondary school geography cooperative learning, research and analysis, found that there are many problems:cooperative learning a mere formality, Panel constituted unreasonable phenomenon generally difficult for students to engage in fair, instructor misconduct, inadequate teaching evaluation. The reason is that cooperative learning by the values of education, students, teachers and other factors in the implementation process. Typical problem for the geography classroom co-teaching, I conducted the key analysis, and educational practice, made a series of improvements from three aspects of the teaching and learning environment, the process of cooperation, teaching evaluation. Specifically, the article includes five parts, the first part of the problem including the significance of the study, research methods and research overview; specifically addressed the second part the theoretical basis of cooperative learning; the third part of the study the characteristics of the geography of cooperative learning; This section presents the status of cooperative learning in the geography classroom; fifth part of the strategy and the conclusion.