Research On The Application Effect Of Cooperative Learning In High School Geography Teaching

In the era of informationization and internationalization, internationalcompetition is becoming increasingly fierce and the development of the society hasfostered the higher requirement on the cultivation of talents which emphasizes theallround development of students. Therefore, the traditional pedagogy can no longermeet the needs of the society for talents and new pedagogy is extrordinary important.The new "curriculum standard" promulgated by the ministry of education has clearlyput forward that "courses must value students’ curiosity, aspiration to knowledge, fullystimulate students’ initiative consciousness, enterprising spirit, and advocateautonomy, cooperation, exploration in learning." As a result, it is urgent for schools tostrengthen the education of students’ cooperation consciousness.This paper first introduces the background, meaning, research status and researchmethods of cooperative learning at home and abroad. In the second part, an overviewof the definition, basic elements, principles and the theoretical basis of cooperativelearning will be introduced. Then we will focus on the implementation of cooperativelearning which is consist of the implementation of pre-preparation phase (includinggroup formation, seats arrangements, content selection and teaching of skills), theimplementation phase (including the extracurriculum cooperation and in-classcooperation) and evaluation phase (including self-evaluation and mutual evaluation).The following part is the analysis of the effect of the implementation (includinganalysis of questionnaires and test scores) and some instructions to the existingproblems and suggestions to teaching. The paper comes to the following conclusions:1、Cooperative learning can improve students’ interest, self-confidence、cooperation consciousness and cooperation skills. As is shown in the questionnairesurveys, after cooperative learning being implemented, the percentage of studentswho are interested in Geography and students who are self-confident has increasedfrom56%to60.71%and from48%to48.22%respectively.2、Cooperative learning can improve students’ test scores. We choose twosimilar classes, the experimental class and the control class. After cooperativelearning, the average scores of the experimental class and the control class are71.8and67.16respectively with the former increasing by3.84. In addition, the result ofSPSS checkout has proved that there is significant difference between the experimental class and the control class. Besides, the experiment class peformsdifferently before and after the experiment while the control class shows nosignificant difference. The above outcomes prove that cooperative learning canimprove students’ test scores.However, the implement of cooperative learning is subject to some defects, suchas the unscientific distribution of group size, difficulty in maintaining the discipline ofclass, imbalance of student participation, difficulty in the timing of undertakingactivities and group assessment. Therefore, improvement of teachers’ own abilityand characters and cultivation of students’ cooperative learning awareness is thefoundamental measure to solve all the problems. The last part is the conclusion whichserves as a summary for the whole content.