Research On The Problems And Countermeasures Of Group Cooperative Learning In Physics Class Of The Junior Middle School

Compared with traditional teaching method, cooperative learning has more advantage in stimulating learning interests, maintaining students’ principle role in their study, as well as promoting the spirit of group cooperation. Therefore, it has been widely used in almost all of the school subjects. However, because of some teachers’ skin-deep understanding and usage of cooperative learning, it does not bring its advantages to full use.This thesis, focusing on the application of cooperative leaning in physics class of the junior high school, has done the following research:Firstly, to conduct a more thorough investigation, observation and analysis of current situation of cooperative learning in physics class of the junior high school, this thesis, on the basis of theoretical research, has done deep researches through attending lectures, giving out questionnaires, doing interviews and so on to put the research into practice. It then summarizes six typical problems in the usage of cooperative learning which exist in physics class of the junior high school: 1. There is the problem of unscientific distribution of groups in cooperative learning; 2. The arrangement of time and topics of group cooperative learning are not justified; 3. The cooperative learning is merely formal, which lacks substantive cooperation; 4. Skills for team collaboration are not pre-trained; 5. There’s less effective guidance of teachers, which leads to disorderly cooperative learning; 6. There lacks proper evaluation system in group cooperation.Furthermore, in order to solve the problems and improve classroom efficiency of group cooperative learning in physics class of the junior high school, the author analyzes the reasons of these problems one by one and proposes the six corresponding solutions: 1. To assign members of each team scientifically; 2. To grasp the proper time in operating cooperative learning and set proper questions; 3.To provide students with ample time in cooperative learning; 4. To organize the necessary training about cooperative learning; 5.To assign teachers with proper roles in the teaching 6.To formulate a proper evaluation system about cooperative learning.