Practice Exploration On Group Cooperation Class Based On The Promotion Of Countryside Junior Middle School Students’ Learning Power

One of the main goals of Basic Education Reform is to shift emphasis on classroom teaching and student learning, which allows students to learn self-learning, cooperative learning, inquiry learning. The jumping-off place and end-result of education are the study of students, and the learning power is the key. Learning power is powerful and activity. Therefore, teachers should attach importance to the fostering of student’ learning power in the teaching progress.By means of the theoretical research into the student’ learning power and cooperative learning, the author finds that the best guide of enhancing the student’ learning power is the cooperative learning theory. Therefore, the author attempts to boost the rural middle school student’ learning power by cooperative learning.Based on the literature research, I clarify the connotation, elements of the students learning power, and the internal logic relationship between all the elements. According to the understanding of learning power to compile the countryside junior middle school students’ learning power questionnaire and classroom observation scale. Then, through the questionnaire survey to understand the status quo of the countryside junior middle school students’learning power and analyze the factors influencing students’ learning power. Results show that the countryside junior middle school students have had the basic learning power, but the level is not high, elements of learning power is uneven development. Students are in the lack of experience and reflection, volition, practice and activities, criticism and innovation. Investigate its reason, mainly with the classroom teaching mode under the test environment of junior middle school stage.In the experimental classes in carrying out group cooperative class, supplemented by case study and process evaluation of two big means, and to correct and improve the teaching strategies in practice.Through students’ change on the score analysis, interview situation, zhou ji analysis and questionnaire statistical analysis, showed that the group cooperative learning can stimulate students’ interest in learning, enhance the level of students’ knowledge and experience, promote the students’ reflection habit, improve the students’ classroom participation and attention, promote cooperation and exchanges between students, enhance students’ practical ability and activity, promote students’ criticism and innovative ability. Students’ autonomy developed, overall quality improved. They effectively improve the learning power.And the author puts forward a series of teaching strategies to improve students’ learning power. The strategies are as follows:to cultivate the students’ cooperation consciousness and cooperation skills; Carefully choose cooperation content, grasp the chance for cooperation; To provide close to the actual life learning situations; Teachers’ timely and accurately reviews; Carry out stratification teaching; Timely feedback and evaluation in a timely manner. In the experimental classes in carrying out group cooperative class, supplemented by case study and process evaluation of two big means, and to correct and improve the teaching strategies in practice.The study of improving students’learning power is a long and gradual process.There are many ways to improve sdudents’learning power accept for group cooperative class. So further study should be done. Such as the understanding of learning power, comprehensive factors influencing students’ learning power and the diversity of improving strategies, and coordination of the relationship between teachers and students in classes, these problems remains to be further research.