Cooperative Learning In The Middle School Chinese Teaching Misunderstanding And Countermeasure Research

Cooperative learning has become a very common way of teaching, after it was introduced to China in exactly conforms to the pace of the new curriculum reform of Chinese, but also conforms to the characteristics of Chinese teaching, to cultivate students’ ability in every aspect. In the teaching practice with great achievements. In our country, a new round of teaching reform is clearly put forward to reform the current basic education curriculum system, which is more and more concerned about the teaching method. "Full-time Compulsory Education Chinese course standard (experiment draft)" to "actively promote autonomy, cooperation, and explore ways of learning as the basic idea of the new curriculum, cooperative learning is one of the curriculum reform in the pursuit of learning. At present, many middle and primary schools of our country has begun in the actual teaching application of cooperative learning in the teaching mode. However, how to really promote the change of teaching methods, how to in practice the cooperative teaching effectiveness is an important problem we should study. Due to the teachers, students and other social factors such as the cooperative learning there are many problems in current Chinese teaching practice, there are some errors, and these problems is relatively common, we have been unable to avoid.In this paper, based on the perspective of the new curriculum reform, this paper studies the problems existing in the teaching practice of cooperative teaching. Will teaching practice problems are classified, and the reason for the existence of the cause of the problem in-depth analysis, want starting from the causes of the problem, on the basis of the concept and requirement of cooperative teaching. To solve these problems put forward for operation and practical coping strategies. The article is divided into five parts:The second chapter in the first part of the cooperative learning theory is expounded, by listing at home and abroad with representative definition to illustrate its connotation, history review of cooperative learning, cooperative learning is explained profound theoretical support and describe the basic characteristics of cooperative learning, these theoretical studies to improve the present China’s primary and secondary school teaching quality and to further promote the carrying out of quality education is of profound significance. Secondly, from the angle of curriculum reformation, the perspective of teaching practice and student development discusses cooperative learning significance in Chinese teaching.In the third chapter, combined with the teaching practice, the analysis of the errors existing in the field of language teaching in secondary schools and the problems, for example of cooperative learning superficial understanding, the form of cooperative learning, evaluation, classroom control, participation is not balanced problem etc., mainly from the aspects of teachers, students, and other factors are described and analysis various kinds of factors that cause the problems of the current.The fourth chapter is to undertake the content of the third chapter, starting from the problem itself and the cause of the problem, and hope to put forward some enlightening and practical suggestions for how to deal with the problem. First of all, the need of teaching, fully understand concepts of cooperative learning, followed by a clear cooperative learning and other learning styles, finally, mainly from cooperative learning preparation stage, the implementation stage and summary stage respectively, puts forward corresponding countermeasures.Through the discussion, the author intended to complete the elaborating the problems existing in the middle school language cooperation study and analysis of the causes of the problem, put forward effective suggestions, for the Chinese language teaching in middle schools provide optimizing strategies for cooperative learning, to further promote the middle school language cooperation study practice process.