Investigation And Research On The Status Quo Of Cooperative Learning In The Teaching Of Chinese Reading In Upper Primary School

Teaching is a scientific way for teachers to teach students to learn,including self-study and cooperative learning."Compulsory education Chinese curriculum standard(2011)proposed autonomous,inquiry and cooperative learning mode,based on the student's main body status,by determining teaching content,teaching methods,design evaluation,help students to form this kind of study way.There is a very effective,effective,ineffective and negative cooperative learning phenomenon in Chinese reading teaching in primary school.So the elementary school higher grades Chinese reading teaching cooperative learning is a meaningful,students can strengthen the understanding of reading materials,strengthening the cooperation consciousness and ability,improve their reading ability and level,and promote students' positive social;Teachers can improve reading teaching efficiency,improve reading teaching ability and level,and enhance teachers and students' emotion.This study was to understand the implementation of cooperative learning in Chinese reading teaching in the elementary school higher grades the status quo,the existing problems put forward the corresponding strategy,in order to improve the elementary school higher grades Chinese reading teaching effectiveness of cooperative learning.First of all,through literature research,it is found that most researchers are theoretical research and summary of experience.How to effectively implement and operate in the classroom is less.Secondly,from the content of the concept of cooperative learning,cooperative learning,cooperative learning,cooperative learning results and the process of cooperative learning evaluation,reflection and improvement of the design in five dimensions,questionnaire,interview outline and summary sheet.In order to obtain reliable data,research was carried out in A school,B school and C school.Third,conduct statistical analysis and draw conclusions.Through analysis,there are five main problems: first,the idea is not deep.Second,the content of cooperative learning is not clear.Third,the process of cooperative learning is not perfect.Fourth,the results of cooperative learning need to be further improved.Fifth,the evaluation and reflection of cooperative learning need to be further improved.The conclusions of the study mainly include the following four aspects: first,the students' concept,content,process,result and evaluation,reflection and improvement of cooperative learning are obviously different from eachother.Second,there are significant differences in teachers' cooperative learning concepts,contents of cooperative learning,process of cooperative learning,results of cooperative learning and evaluation,reflection and improvement of cooperative learning.Third,gender has influence on the choice of cooperative learning content and the evaluation,reflection and improvement of cooperative learning.Degree to influence teachers' concept of cooperative learning,teaching experience to influence the content selection of cooperative learning,teachers' gender,teaching age and title of the results of cooperative learning and cooperative learning evaluation,reflection and improvement.Fourth,teachers and students have strong language reading teaching cooperative learning concepts,but not in the classroom teaching.Finally,it puts forward the principles,models and enlightenment of Chinese reading teaching.