Research On The Effectiveness Of Students’ Interaction Based On Cooperative Learning

Individual difference is a kind of common phenomenon, the differences of students is various, from a cognitive approach to explain individual differences, is no stranger to us. It is generally believed that cognitive style refers to the individual in the process of organization, and processing information of personalization and a consistent way, specifically refers to the individual in perception, memory, thinking and problem solving in the process of preferences, habits of the attitude and way. American psychologist Witt gold field dependent and independent model was found by the experiment of cognitive approach.Studies show that independent model students typically prefer natural science, and the result is good, and field dependent type students typically prefer social science, they are more interested in people, learn more reliance on external feedback. Some scholars believe that biological result good student must have an independent model students, there are also some researchers think that cognitive style of different students, academic performance does not necessarily have a difference.This paper argues that cognitive style is just a way of information processing, and no, or only suitable for and not suitable for, because the teaching strategies on the influence of different cognitive style students are different. Although in terms of the characteristics of cognitive style, field dependent type students relative to the independent model students in biology study has the certain difficulty, but if teachers according to the characteristics of the type field dependent students to take the appropriate teaching strategies, so is can improve their performance.This study in a middle school second day student as the research object, this paper mainly discusses in the biological teaching, the type for field dependent students, how to take appropriate teaching strategies to improve their academic performance. First USES the embedded figure test, to the students’ cognitive style present dependent type-field independent model can be distinguished in this dimension, and to study their biological characteristics difference has carried on the investigation and analysis, and then according to the characteristics of the type field dependent students from cognitive, cognitive, metacognitive established suitable for the three aspects of their biological teaching strategies:(1) Cognitive strategy:reduce processing load, transformation of knowledge, variant training, mismatch;(2) The cognitive strategies:play emotion function, biological learning motivation;(3) Cognitive strategy:metacognitive knowledge, independent activity, train inspection consciousness and skills, training evaluation of consciousness.On the basis of the theory, according to the teaching strategy, this study conducted a teaching experiment, and obtained a certain effect. The experimental results show that the field dependent type student’s biological score increased significantly, other students not adversely affected; Through interviews and classroom performance after class of biological experimental classes field dependent type students interest in learning and the desire of autonomous learning has certain improvement.Therefore, this article finally get the following conclusion:1. This dimension from the cognitive style, type field dependent students in biology study the difficulty in is bigger than a independent model students, is we need to focus on vulnerable groups.2. We can from cognitive, cognitive and metacognitive these three aspects of biological teaching strategies used in the concrete teaching practice, and can improve the field dependent type biological learning of students.3. Through application in the teaching activities, teaching strategy is proposed can improve the biological performance of field dependent type students, at the same time the middle of the independent model and field type has a harmful effect on the student’s result is not.