Research On Group Cooperative Learning Based On Mathematics Classroom Of Primary School In Shenzhen

Cooperation is an important ability of human beings to survive in society, and is also one of the essential ability of the talents in the new century. With the further implementation of quality education and the proposed and promotion of the new curriculum standard, the focus of teaching is not only on learning knowledge, but also more attention was payed to the cultivation of students’ independence, innovation, cooperation and communication skills. As a new teaching mode to meet those condition, the group cooperative learning has been recognized and applied in many countries. On one hand the group cooperative learning changed the mode of learning, but on the other hand also increased the teacher’s teaching difficulties, for example, the class is difficult to control and the academic performance of students is difficult to guarantee, etc. As about the group cooperative learning research throughout the country, the view from the macro point of of cooperative learning theory analysis was more, while lacking pertinence. And in practice, many teachers seem very busy in the classroom, but the group cooperative learning is only a perfunctory of classroom teaching, with only in the form of no real. Among the group cooperative learning forms, cooperative learning in the classroom is more applied in the Shenzhen Dongchang school primary. However, in the school environment of academic emphasizes, the primary physiological characteristics and cognitive level, elementary school teacher’s theoretical level, coaching skills and other factors influencing, there are many problems in the classroom group cooperative learning. So through on-the-spot investigation analysis, personal practice, problems in the classroom group cooperative learning was found out in the Dongchang elementary school, and the reasons for these problems were explored deeply and carefully, and on this basis, the corresponding countermeasures were put forward, and all those were combined to the cooperative learning theory, previous literature and completed data.Interview method, observation method, literature analysis method and teaching practice were used in the paper. The first chapter is an introduction, with a summary of the problems background,the research status and the research significance; The constructivism, the recently development area and the humanism,etc were used to elaborate the theoretical basis of cooperative group learning in the second chapter, and the group cooperative learning was given a clear definition, and the basic elements of cooperative learning group were put forward; Once again, the necessity and importance of cooperative learning were expounded from the thinking characteristics of pupils, emotional characteristics, learning the learning characteristics and development of empirical characteristic about elementary requirements in the third chapter. In the fourth chapter problems of group cooperative learning in the classroom in Dongchang primary school were found out according to the investigation and analysis, and those problems were the teachers’ theoretical level is uneven, coaching skills need to be improved, students’ autonomous learning awareness is weak and the group cooperative learning quality is not high, moreover reasons for were explored according to the observation interview; In the fifth chapter,through previous studies of self analysis and exploration, the corresponding Countermeasures were put forward from the perspective of school, teacher and student’s proposed solutions; combined with self-practice, teaching examples were given for further exploring the corresponding countermeasures of the group cooperative learning in the sixth chapter; The seventh chapter pointed out the deficiencies of this paper, and made out an outlook of the development of cooperative group learning.