On Efficiency Of Cooperative Learning Used In High School Physics Class

Cooperative learning as the one of three teaching methods advocated by curriculum innovation, it have been wildly put into practice recently, many scholars have been researched it by theoretical and empirical perspect. This article arranged and analyzed abundant researches of the domestic and international on the basis of cooperative learning theories include cognitive-development theory, elaboration theory and Social interdependence theory, as the result, we got the implementation strategies of effective cooperative study. We got high school physics cooperative learning situation through the questionnaire survey, classroom observations and case interviews, then found the reasons of difficulties of high school physics cooperative learning。It is necessary to carry on the implementation strategies in high school physics class to evaluate the efficiency of cooperative learning.Based on the questionnaire survey, classroom observations and case interviews, the article takes one of the key high schools in Guiyang as the study subject, this Methods was carried out in40students selected randomly in each grade that from one to three,120students as the last amount of the samples, then15students in experimental class are selected randomly to interview.meanwhile,14physical teachers are invites to do interview and questionnaire survey for cooperative learning. This study takes New national senior high physics textbook(approved2004) as teaching material, and has conclusion as follows:(1) They have a intense motivation, but it decreases as grade increasing. They are educated with a certain capacity for cooperative learning and have their own opinions on it. They prefer free combination and randomization to nominated group. Students are willing to take the interesting learning task that is open, creative and close to daily life.(2) It is at the exploration stage in our country, so the teacher has different understandings due to lack of experience, normally they pay more attention to the form of cooperative learning when they carry out it to students, who always don’t got the deep guidance but receive single evaluation form the teacher who is the main body of the evaluation for cooperative learning. Obviously, this kind of teaching still carry over the traditional way to evaluate cooperative learning, rather than process evaluation. The teacher could not know the reaction from students during cooperative learning, let along guidance.(3) It is showing a positive effect on improving students’ comprehensive quality. It showed evident effects to the eugenics and learning difficulties but not so obvious to the Intermediate-level Students. In a word, cooperative learning is very good for team-work and communication, it increases the interesting to physics.