The Problems And Countermeasure Of Cooperative Learning At Junior High School Mathematics

Classroom teaching reform required highlight student’s main body status, many areas are trying to improve the relationship between teaching and learning. Weifang2007 taught science college autonomy ", and mutual learning classroom is put forward,select pilot schools in the city, as one of the pilot, the author’s school began to carry out cooperative learning group. Group cooperative learning is a group for the main body of teaching activities, the activities of both the students and students in the process of cooperation, and cooperation of teachers and students, reflects the students’ subject status, and highlight the teacher’s leading role.Group form and role of division of labor has provided the safeguard for group activities, the scientific evaluation system is conducive to form good competitive atmosphere, teachers integrate suitable teaching content to improve the learning efficiency of team cooperation. In this class, the teacher and students to produce the wisdom of the collision, exchange of ideas,improve the students’ innovation ability and the team consciousness, laid the foundation for the lifelong development of students. As a new teaching method, will appear in the process of the deviation, for this reason, this paper investigates the problems existing in the junior middle school mathematics cooperative learning group and the data analysis, put forward the corresponding countermeasure of promote the junior middle school mathematics group cooperative learning.First, regarding the problems and countermeasures in mathma tics teaching and cooperative learning group of a junior high school, the text has an in-depth analysis of research, and pointed out five issues:(a) Unreasonable grouping, members of the role is not clear;(b) Students’ cooperation consciousness is not strong, the lack of cooperation skills;(c) There is more "false cooperation" phenomenon;(d) Teacher role confusion in cooperative learning groups;(e) Evaluation is not comprehensive, lack of effective evaluation method.Secondly, to give full play to the advantages of cooperative learning, and optimize our mathematics teaching, this paper presents five positive response strategies:(a)Scientific grouping, and a reasonable division of labor;(b) Cultivating middle school students ’ sense of collaboration and cooperation skills;(c) Integration of cooperative learning in teaching contents;(d) Create a class suitable for group cooperative learningatmosphere;(e) Teachers play a role in mathmatics teaching and cooperative learning group;(f) Pluralistic evaluation methods of the evaluation mechanism.