The Comparative Study Of Traditional Teaching Mode And Group Cooperative Teaching Mode

By reviewing the present situation research of group cooperative teaching mode andthe traditional teaching mode, a large number of articles have been emerged on the web.Some are pertinent in the two kinds of teaching modes, but most are the disadvantages ofthe two teaching modes.These articles has a higher theoretical and practical value to the research of theteaching modes, but the articles In the field of studying the cooperative teaching mode andtraditional teaching mode is almost none.The author has some opinions and would like to speak about the starting from theorigin, development and the characteristics of the cooperative teaching mode andtraditional teaching mode, using researching methods of the literature research surveyfeedback and the contrast test to compare and analyze the two main popular modes oftraditional teaching and group cooperative teaching in high school biology for the firsttime.My article is divided into five parts:The introduction part mainly introduces the present main topics on the background,the domestic and foreign researches on the teaching mode and the purpose of this studyand the researching methods which are used.Chapter One---Summary of the teaching modesThe formation and development of the traditional teaching mode and the cooperativeteaching mode; the characteristics of the two kinds of teaching modes; the basic discussionof the two teaching modes and their theoretical basis.Chapter Two---Through observing different classes in different modes of biologyclass teaching and having communications with some of the senior high school biologyteachers, the author analyzes and summarizes the reasons that different teachers whoinsistently choose their different teaching modes and the defects of them through observingtheir classes. Chapter Three–The main part of the thesis.Through class practice of the preparation stage of the two kinds of teaching mode andthe detailed comparison of the two parts of the class process, the author has systematicallysummed up the two modes of the regular classes and also the advantages anddisadvantages of the two kinds of teaching modes. These have been achieved through thestudents’ interest in biology, their cooperation ability, and question ability, languageexpressing ability and the students’ pretest, posttest data of their biology achievements.Chapter Four–The conclusion part of the thesis.By totally analyzing and evaluating the two kinds of biological class teaching modes,point out the deficiencies in this thesis and through the complementarities of the twomodes; indicate some mixing suggestions to the two teaching modes.