Junior High School Geography "group Cooperation Inquiry Learning" Teaching Evaluation Research

What kind of class is the real team to explore the classroom?The team cooperation to explore the effectiveness of the class how to guarantee?How to effectively evaluate?Based on these questions,this study in junior high school geography "group cooperative inquiry learning" teaching evaluation as the research key,select the northwest class renamed the school-xi’an iron one riverside school as the research object,and choose the first part,the second day of students as the research object.Specific research process is as follows:first,from the education psychology,curriculum and teaching theory,geography teaching theory expounded the theoretical basis of this study;Second,the application of literature research,classroom observation,questionnaire survey method,case method of junior middle school geography "group cooperative inquiry teaching"the implementation of the evaluation system of teaching,research and investigation;Third,in the geography classroom teaching records basic method and application of the teaching evaluation questionnaire method to determine the evaluation index system of teaching;Fourth,the application of analytic hierarchy process(ahp)to determine the weight of evaluation index system;Fifth,to illustrate the way of application of the evaluation index system,and in view of the specific case application evaluation questionnaire analysis and evaluation.On the basis of the research process,this study aimed at junior high school geography "group cooperative inquiry learning" teaching effectiveness evaluation of the status quo of the following conclusions:(1)the student to "group cooperative inquiry learning" teaching evaluation of understanding is not deep;(2)the students’ exploring consciousness and inquiry ability needs to improve;(3)the teacher the rationality and validity of the design of cooperation to explore the problem remains to be improved;(4)students’ expectations and geography teacher give evaluation has certain gap;(5)the junior high school geography "group cooperative inquiry learning" teaching effectiveness evaluation level needs to be improved.On the basis of the above conclusion,proposed the following strategies:(1)maximum limit for geography teachers the opportunity to communicate more about inquiry learning and team cooperation,such as expert consultation or academic seminar.(2)to develop the students to explore the cooperation inquiry teaching in the class of thinking quality is the ultimate goal of establishment is advantageous to the student group cooperative inquiry learning situation;(3)to form good habits of teaching reflection,each class in a timely manner on the depth of cooperation to explore the teaching model for reflection,put forward improving opinion;(4)between the students and build support,listening,and cooperative relationship between teachers and students;(5)with living examples for teaching background,scientific debate,guides the student to learn useful geography for life,and encourage students to bold question,on the basis of respect to encourage each other.The innovation of this study has two points:first,is the author research scholars at home and abroad were reviewed and summarized to evaluation of the effectiveness of the classroom cooperative inquiry learning meaning,on the basis of an in-depth understanding of classroom cooperation to explore the meaning of teaching effectiveness evaluation put forward its own understanding,has certain theoretical significance;2 it is the authors refer to a large number of literature on classroom cooperative inquiry learning effectiveness evaluation of research results,in xi ’an iron one riverside school,for example,research on junior high school geography classroom cooperation to explore the status quo of teaching effectiveness evaluation,find out the existing problems,and put forward corresponding countermeasure and the suggestion,and applied to the teaching practice in the future,has certain practical significance and guiding value.