The Research And Practice Of Cooperative Learning In Junior Middle School Mathematics Teaching

The application of cooperative learning in mathematics teaching has always been thesubject focused by experts and teachers in domestic and foreign. Its history has severaldecades of exploration and research at home and abroad. Cooperative learning is playing anactive role on substantially improving the students’ mathematical grades, improving the agonyof mathematics classroom learning atmosphere and the relationship between students andteachers. Its effectiveness is quite remarkable. Cooperative learning at present in our countryis still a relatively new teaching theory and strategy system, since the ninety is about theexperiment and research on cooperative learning, so a glimmer of teachers in the specificorganization teaching or lack of operation mode, which can be used for reference for students.It is still lack of effectiveness of guidance. So it did not reach the expected effect. Throughclassroom teaching evaluation is not hard to find, group cooperative learning in junior middleschool mathematics classroom teaching tend to like acting and ornament in group activities.In fact, there is no real teaching effect. Therefore, under the guidance of the new curriculumidea and training target, this paper argues that it is necessary to strengthen the deepening studyof cooperative learning in junior middle school mathematics teaching and explore.This paper studied on the problem and practice way of cooperative learning in juniormiddle school mathematics, main research contents and methods are as follows: firstly, itsummarized and analyzed the research situation about the cooperative learning on domesticand foreign, expounded the basic concept of cooperative learning, teaching form andcondition; Secondly, it took Weifang junior middle school grade one, grade two, grade threeas the research object, made the investigation and study to part of the actual situation ofstudents in the cooperative learning. For the respondents gender composition, grade, urbanand rural structure design and questionnaires, it interviewed with teachers and students andpaid attention to the observation in the classroom teaching, and then summed up its mainproblems in the cooperative learning; Again, it discussed the route of the practice ofcooperative learning in junior middle school mathematics teaching from the views of theteacher, the students, teaching scheme, evaluation mechanism and so on.In this paper, the main conclusions are as follows: firstly, the research on cooperativelearning of the domestic and foreign scholars are mainly concentrated in the origin of cooperative learning, practice, development, application and patterns, etc. The study incombination with specific classroom teaching practice to explore the reality of the existenceof problems and coping strategies of study are less, so this provided a starting point in theresearch of this article; Secondly, on the basis of investigating and interviewing thecooperative learning on the actual situation in junior middle school of Weifang two school,grade two and grade three, it summarized the main problems, which are that teachers’ lack ofcooperation study relevant theoretical basis, no scientific form of cooperative learning group,no reasonable determination of cooperative learning group, no clear and no conducive tostudents to participate for balanced team division of labor, teachers’ lack of effectiveparticipation in the process of cooperative learning and guidance, students lack of good studyhabits and skills of cooperation, scientific basis lack to the evaluation of cooperative learning,etc; Again, related to the theory and method of using cooperative learning in Weifang city andbased on the two problems of cooperative learning in junior high school mathematics teachingand the reality demand, this paper put forward a feasible way to practice, which are explicitlyadvocating cooperation study related theory, establishing reasonable cooperation study group,making effective cooperative learning in teaching guide, participating in the process ofcooperative learning, paying attention to students’ study habits and skills training, establishingthe reasonable evaluation mechanism etc.