Research On The Teaching Mode Of "five-person Group Cooperation Inquiry"

This paper is a special study on the teaching model of the "Cooperative inquiry learning in a five-person team" in the history classroom of the middle school,Xi'an Tieyi Binhe school.This paper is divided into three chapters.The first chapter discusses the origins and theoretical basis of the teaching model of "Cooperative inquiry learning in a five-person team" in Binhe school.In order to achieve the goal of "develop cooperation into a habit which works throughout the life of students",group cooperation and inquiry learning will be frequently used in classroom teaching and school management in Binhe school.A group of "five" is designed to build a more stable group,which can find theoretical support from Keller plan,Bruner cognitive structure learning,constructivism learning,Makalenko's collective education and other educational ideas.The second chapter mainly discusses application of the teaching mode in the history classroom.I will elaborate teaching activities of teachers and students in pre-class,class,after-class and after-school,with group construction as the main line and evaluation throughout.Specifically,pre-class group management includes teacher's pre-class preparation and students' pre-school self-management.In class,the inquiry link of "one write two supplement" is designed as the core,supplemented by the interaction between teacher and students in the whole class.After-class group reflection includes teacher's reflection and students' group disciplinary reflection.The extracurricular activities include historical disciplinary activities and useful class activities.The third chapter is to sum up the practice value and deficiencies of the teaching model through observation,questionnaire,and interview survey.This model is effective in improving students' ability of inquiry,stimulating learning potential,cultivating team spirits and cooperation consciousness,building positive social factors,and cultivating students' humanistic quality.But there are still such problems to improve as the lacking disciplinary reflection,the uneven training of subject representatives,and the underachievers in group building.