Investigation And Analysis On The Present Situation Of Chinese Group Cooperative Of Chaoyang Elementary School In Yanji

Along with the new curriculum reform gradually thorough, the classroom teaching organization mode is changing so much. Among them, the new curriculum reform of classroom teaching in the most way of learning, cooperative learning group, has become a contemporary classroom teaching a major bright spot. The ministry of education promulgated the "full-time compulsory education Chinese course standard" (2011 edition) (hereinafter referred to as the "curriculum" of 2011 edition) requires students to actively conduct inquiry-based learning, in real life anywhere at any time to learn and use language. At the same time, the curriculum "(2011 edition) also requires that Chinese teaching should be in the process of the equal dialogue between teachers and students, is not only a teacher but more importantly students can give full play to the initiative and creativity in teaching. Visible primary school Chinese group cooperative learning plays a key role in the teaching process.Taking Yanji Chaoyang primary school teachers and students as the research object to investigate, for the school 36 Chinese teacher and randomly selected 1260 in each of the students, designed two sets of questionnaires, and invite the students to interview, director of the first-line teachers and Chinese subject, into the language classroom, combining the above survey to collect data, case to conduct a comprehensive analysis, in order to understand the actual situation of Chinese cooperative learning group. At the same time, also have the school Chinese teacher’s professional accomplishment, cultivation of students’Chinese cooperative learning group, as well as the students real performance in the Chinese cooperative learning group.In this paper, a total of five chapters:the first chapter mainly introduces the research question, research purpose and meaning, questions about the domestic and foreign research present situation, the research scope and methods and the main concepts is defined. The second chapter to the ministry of education issued the 2011 edition of the curriculum group cooperative learning requirements and Suggestions for elementary school students and primary school students the meaning of cooperative learning group. The third and fourth chapter is the key of the paper. The third chapter describes from two aspects of achievements and problems in yanji chaoyang status of primary school Chinese cooperative learning group, including teaching practice results and teachers, students gain; Problem is mainly in the teaching practice of Chinese language teachers in the group cooperative learning problems. The fourth chapter to solve above problems, from the teachers, students, strategies and evaluation mechanism four aspects Suggestions for improvement are given.Survey results indicate that the Yanji Chaoyang primary school Chinese cooperative learning group has formed a certain pattern and achieved some results. However, teachers’understanding of cooperative learning group is inconsistent, the lack of theoretical study, in the concrete practice teaching for their role in the process of master is not accurate, does not have very good organization and regulation effect; Uneven class, students’ participation, some students cooperative learning ability is poor. These problems make the development of Chinese cooperative learning group meets resistance.To Yanji Chaoyang primary school Chinese cooperative learning group can more effectively, aiming at these problems, teachers should improve their own quality, accurate positioning its own role, do scientific choose cooperative learning group content, strengthen the effective intervention in the process of cooperative learning group. Cultivate students’ability of cooperative learning group:elaborate on reasonable grouping and division of labor, solid team cooperative learning method guidance training, create a relaxed, enjoyable classroom teaching environment, the establishment of a democratic, equal and harmonious relationship between teachers and students, establishing the comprehensive teaching evaluation mechanism.