The Exploration And Practice Of Cooperative Learning Based On The Difference In High School Biology Teaching

Cooperative learning is one of the three important ways of learning the new curriculum, known as " one of the most important and most influential teaching reform in recent decades." As a kind of teaching theory and teaching strategy system, cooperative learning is one of the important ways and means to achieve the teaching objectives. Members of the cooperative learning group are heterogeneous, that is, we must respect the individual differences of students in cooperative learning, achieving complementary advantages, in order to push forward the process of implementation of cooperative learning efficiently and orderly. Therefore, integrating the differentiated teaching ideas and methods into cooperative learning is the real problem that the majority of educators and specialists need to devote themselves to thinking. Based on this, I tried to carry out cooperative learning in biology teaching of high school based on the individual differences of students, the objective is to meet the different needs of students and promote the development of students to maximize.The thesis is divided into five parts, the first chapter mainly stated five issues:First, why do we study the cooperation learning based on differentiated teaching? Second, what is the significance of studying the cooperation learning based on differentiated teaching? Third, the analysis research on cooperative learning and differentiated instruction at home and abroad. Fourth, the research methods and ideas of the subject; Fifth, studying and researching the feasibility of cooperation learning based on differentiated teaching, that is, the revelation of the differences in teaching ideas on cooperative learning.The second chapter described the theoretical basis of the differentiated instruction and cooperative learning. Including the concepts and elements of cooperative learning; The definition of differentiated instruction, the significance of differentiated teaching; the necessity of carrying out the cooperation learning based on differentiated teaching in high school biology classroom teaching;The principle of implementing the cooperation learning based on differentiated instruction in high school biology classroom teaching.The third chapter analyzes the implement scheme of the cooperation learning based on differentiated instruction in high school biology classroom teaching. The main problems are:the contents and measures to check the diversity of students; studying the group size of the cooperation learning based on differentiated instruction、grouping principles and role assignments; The pattern of rows of seats that suited to cooperative learning in China, the individual design of learning case for the specific content; then exploring the instructional design program of the cooperation learning based on differentiated instruction.The four chapter probes into the experiment carried out by the author in the number21Middle School of Shenyang for a semester, including subjects,designs and methods of the experiment.There are also few cases of instructional design.The result suggests that differentiating teaching applied to cooperative learning improve the teaching effectiveness, which mainly reflected in the followings:(1)Cooperative learning can inspire students’learning interest;(2)Cooperative learning can cultivate interpersonal communication skills;(3)Cooperative learning can improve the students’achievement levels of biology;(4) Cooperative learning can train students’team working consciousness and the ability to cooperate and associate;(5)Students’potential abilities are fully exerted,and then make best use of the advantages and bypass the disadvantages;(6) Meeting the different needs of students, promote students’ individual development.The five chapter experimental analysis and summarizes the research result of this study and summarizes the existing problems.