Research On The Practice Of Group Cooperative Learning In Junior High School Biology Classroom Teaching

The biological knowledge of biology course of compulsory education not only requires students to master the basic, but also let students understand scientists scientific research ideas, cultivate students’ ability to collect information and solve problems independently. Traditional teaching methods can not meet the basic requirements of biology curriculum, cooperative learning as one of the new curriculum reform to promote learning, widely used in junior high school biology classroom teaching.First of all, through the literature review, summarized the theory of cooperative learning, and provide a theoretical basis for later study.Secondly, this paper adopts the classroom observation and extracurricular investigation(questionnaire and interview) methods, understanding Liaoning province biology classroom teaching and combination for the implementation of the present situation of the study, combined with the specific case analysis of cooperative learning problems. Through investigation we know that cooperative learning has been widely used in the biology teaching in junior middle school in Liaoning Province, accompanied by a series of problems. For example, cooperative learning to formal learning; group formation unscientific; teacher monitoring is not enough; the students lack social skills such as cooperation must. Through classroom observation, we know that the process of learning in group cooperation, most teachers ignore the importance of knowledge, ability and emotion attitude and values, resulting in biology classroom teaching only pays attention to the development of students’ understanding of knowledge, ignoring the development of students’ Non intelligence quality.Finally, in order to improve the junior middle school biology classroom teaching and combination for the quality and efficiency of learning, the students of grade eight in Shenyang Normal University as the practice object, has the goal, has the plan to carry out the action research. Specific process: first, develop an action research program, namely the practice of determining target, object, time, assumptions and steps. Two, the strict implementation of the action research project, which is to determine the appropriate cooperative learning subject and build a scientific and effective monitoring team, cooperative learning and group learning evaluation. Three, combined with the teaching case, the reflection process of practice and practice results.This paper is a study on the analysis of Liaoning Province, junior middle school biology classroom teaching and combination learning situation through classroom observation, and puts forward the strategy; in addition, from the perspective of teachers’ organizational cooperative learning, action research actively, and combined with the specific case analysis results. Hope to provide a reference for the biology teachers carry out the cooperation.