The Application Of Cooperative Learning In Junior High School Biology Teaching

Cooperative learning is the sixties and seventies of the last century arose in a kind of teaching theory in the United States, in our country, introduced in the 90 s, our country’s education scholars through the in-depth study has obtained certain achievements, but a lot of research is limited to theoretical level, concrete operation and the application process, evaluation method of study is less, the compulsory education biology new curriculum standard advocates cooperative learning teaching mode in biology teaching. At present, many teachers in the biological teaching of no good use group work, the teacher has no system analysis to form a group of carefully chosen cooperation content, cooperation skills guidance to students, to develop cooperative learning motivation mechanism of rating. Due to become a mere formality, inefficient.Based on the theory of reading education experts and scholars, based on the analysis of the background and meaning of cooperative learning, cooperative learning both at home and abroad research situation, the characteristics of cooperative learning, basic elements and theoretical support. Combines the actual conditions of our school and I teach since teaching practice, focuses on how the teachers’ teaching strategies from the focus on the interpretation of the teaching material to focus on the students’learning, how to build cooperative learning mode, how to establish cooperation team in junior high school biology teaching, clear responsibilities, to ensure the effective and orderly conduct of the cooperative learning. Teach students in cooperative learning in the process of thinking, listening, speaking, discussion and mutual cooperation to guide students skills. Establish an effective routine communication and evaluation mechanism.According to the new teaching, practice course evaluation, experimental exploration of different ways to take different cooperative learning. Based on the new teaching as an example summarizes the concrete operating procedures of cooperative learning in biological teaching. First elaborate design content of cooperation, import scenarios, the teachers clear inquiry learning tasks, leaving plenty of time to autonomous learning, students independent thinking, thinking, and then with four people group as a unit for cooperative learning, orderly exchanges, explore new knowledge. Teachers patrol, group discussion, focus on the progress of the cooperation, the cooperation problem. Cooperative exploration team after a representative results show communication, teachers for evaluation of incentive in an orderly and efficient team cooperation. Problems in the process of cooperation and the difficult point:the contents of the induction summary, strengthen training, group cooperation, suspected to reassure. According to the need can also extends to the class, practice after class assignment, team cooperation. The author compiled two case for analysis. And through the comparison of experimental classes and that in comparative classes analysis, confirmed the experimental classes after the application team cooperation, improve the biological performance, to stimulate interest in learning, cultivate the students to analyze and solve the problem, cooperation skills, etc.