Reserach Of Kagan Cooperative Learning Structures' Impacts On Fourth-Graders' Mathematical Achievement

With the developing and deepen of the new curriculum reformation,cooperative learning as a advocated and scientific way of study and high operative way of learning,has been accepted by more and more teachers.In our country,there are more and more primary and middle schools started to using cooperative learning theory in their classrooms.This pretest-posttest,quasi-experimental quantitative study happened in Florence Chinese School based on cooperative learning theory and finding of predecessors` research explored the impacts of Kagan cooperative learning structures on the mathematical achievement of fourth-grader students.It significant to educational researchers,teachers and teaching managers.The finding indicated that cooperative learning is a helper.By using Kagan cooperative learning structure,students can improve their mathematical achievement effectively,it can motivate students` learning interests,enlarge communication betweenteachers-students and students-students,enhance their sense of teamwork,develop their ability of finding and resolving problems,and promote the development of students` autonomy and sociality.The paper mainly is divided into five parts as follows:The first part mainly relates to the background,purpose and significance of this study,and introduces Kagan cooperative learning.The second parts summarizes the history,theoretical basis,principle and some experiments of cooperative learning.The third part introduces the research method and process in detail.In the fourth part,researcher counts and analyses the statistic of this study.In the last part,researcher puts forward the conclusion according to the statistics,and proposes some suggestions on the point of view of schools,teaching managers,teachers and parents to make cooperative learning more effectively in the future.