Correlation Of Cooperative Learning Ability And Individual Differences In High School Biology Classroom

Cooperative learning is a hot research issues and practical problems in the field of education."Decision on Basic Education Reform and Development" in2001, the State Council promulgated the relevant requirements of cooperative learning, said:"Encouraging students to cooperative learning, to promote mutual exchanges between students and common development, and promote teachers and teaching and learning. Diversity of classroom life with basic feature, is the ideal place to build understanding and appreciation of human differences. Literature data indicate that individual differences in biology class learners, such as learner motivation, learning strategies, learning style differences, and biology class collaboration capabilities are closely linked. Our educators on cooperative learning theory has made a lot of research and practice, but for cooperative learning started relatively late. Deficiencies in the process of development of the theory exist for example the study of cooperative learning theory and more practical to use a relatively small operations research, specifically binds to fewer teaching subjects such as research, but recognize that cooperative learning in the process of development this teaching model has many advantages in biological psychology and pedagogy teaching. As practice shows, in biology teaching practice for students to grow together to create opportunities, obviously can enhance their students interested in biological knowledge, thus enhancing motivation, improving student applied learning strategies ability to improve students’ classroom learning motivation and learning through cooperative learning applications achievement, better improve student learning responsibility and self-initiative, to promote the establishment of harmonious relationships between life and emotional communication, improve relationships, and so on.But on the whole still in its infancy, I based cooperative learning and individual differences in the basic theory, biology classroom curriculum to explore new cooperative learning abilities of learners with their individual differences in motivation, learning strategies and learning styles of relevance and these differences may exist between the contacts to develop and improve on the new high school biology classroom cooperative learning curriculum has some inspiration.This article will introduce the idea of differences in teaching cooperative learning groups of100high school students to engage in high-grade classroom for a period of ten weeks and a cooperative learning group "bio classroom cooperative learning ability and motivation, learning styles and learning strategies relevant" questionnaire investigation. Survey results show that students ’biology classroom cooperative learning to be improved, and the biology classroom cooperative learning and students’ individual differences are closely related, such as student motivation strength, intrinsic motivation, Independent and participatory learning styles and meta-cognitive strategies use and cooperative learning has a significant positive correlation. There are also some correlation between students learning strategies biological selection and learning motivation and learning styles. These factors influence each other and work together in a cooperative biology classroom learners learning process.The main conclusions from the study are:Based on the results of the questionnaire for statistical analysis, the authors found that cooperative learning in biology class for individual differences in learners’ learning motivation, learning strategies and learning styles have a significant correlation. Based on the significance of the study authors presented on improving learners ’motivation to improve students’ learning strategies and learning styles, thus contributing to a better learner to develop appropriate learning objectives, and the life and increase the interaction between the teacher-student interaction, learning who get more useful feedback and support in the learning process. This study the new curriculum for high school biology class was introduced in individual differences in cooperative learning teaching has some theoretical and practical significance.