The Study Of The Choice Of Learning Task Cooperative Learning For Elementary School

Group cooperative learning is the teaching and learning model advocated by current educational practice. Although the group learning is very important, our comprehension on it is very poor, some teachers even think that "as long as the students are arranged to sit together, cooperation will happen". Therefore, we should clearly describe the mechanism of cooperative learning in giving its play. This paper adopts micro research thought and takes the selection of cooperative learning task type as the entry point to establish the knowledge construction type of the cooperative learning of the mathematical task of high level and low level. The main questions of the research are:what are the interactive representation and the nature among different types of tasks in group learning? What’s the theoretical basis of selecting the type of task of high level in group cooperative learning?The cooperative learning process of mathematical problem solving of the fourth grade students in an ordinary primary school is selected for the research, the selection of the testees is a heterogeneity grouping conducted in accordance with different abilities in normal teaching with each group selecting 3-4 students according to their school records. The learning task is divided into task of low level and task of high level, totally 4 categories according to the cognitive requirement to the students, and the basis of this kind of division derives from the research achievement of University of Pittsburgh in America. The collection of the materials is finished through a series of steps such as conducting full-course sound recording on the learning process of five cooperative learning groups and transcribing the sound recordings one by one after the learning is finished. This paper attempts to study the dialogue performance difference in the cooperation process of different task types and the knowledge construction types of the cooperative learning of different task levels.It is found through the research that primary school students give priority to cooperative learning in the process of answering mathematical questions, which is manifested more obviously when the students answer complex mathematical questions.As far as the speech process of the cooperative learning in solving problems, the cooperation process of the mathematical task of high level establishes the knowledge construction type of high level, while mathematical task of low level establishes knowledge construction type of low level.From the perspective of individual knowledge construction, there is the "clarification and contradiction" as well as the metacognition process of mutually supervising and controlling in the knowledge construction type of cooperative learning of high level type of task, which are the important links for helping the partners to "pass through the zone of proximal development" mutually and play an important role in promoting the individual knowledge construction.