Teaching Research Of Jigsaw Puzzle Cooperative Learning In High School Physics Exercises Classroom

With the continuous reform of education and continuous improvement of teaching methods,a series of teaching and learning methods have been spawned,and the new curriculum concept requires teachers to return classes to students,provide students with a good learning environment,Teachers talk less,students learn more autonomously,when the students are confused,give appropriate guidance and help to achieve the purpose of allowing students to construct their own knowledge and enhance their sense of self-efficacy.In order to improve students’ interest in learning physics knowledge and enhance their analytical skills,they can achieve flexible use of knowledge.The author used jigsaw-style cooperative learning to practice teaching in the problem-solving teaching.It collected two experimental classes and two controlled class mid-term and final-stage results,and used Excel to organize and analyze the data.Studies have shown that this cooperative learning model has a more pronounced role in the promotion of middle school students,and that the use of teaching in excellent classes is more effective.It effectively solves the problem that the students know the basic knowledge in the exercise class but do not use it concretely,and they do not understand the knowledge point thoroughly.Finally,through questionnaires and interviews with students and teachers,students’ and teachers’ views and suggestions on the use of this learning model in high school physics class exercises were statistically analyzed to identify the most typical types of questions that best fit the model.The teaching value,scope of application,drawbacks,suggestions,etc.This article mainly includes the following sections:The first part: Introduction,expounded the issue of the topic,the research significance of the topic and the research status at home and abroad.The second part: elaborates the origin and concept of cooperative learning theory,puzzle-style cooperative learning,and constructivist learning theory,and discusses the differences and relations between the puzzle-style cooperative learning and group cooperative learning theory.The third part: the teaching practice research,expounded the implementation process of the learning model and displayed teaching cases,and finally distributed questionnaires and related interviews with teachers and students.The fourth part: Collect the results of the middle and final period of the experimental group and the control group and analyze them.At the same time,analyze the questionnaire and the interview and draw the conclusion of this study.The fifth part: Reflection and suggestion,reflect on this research through teaching practice and put forward relevant suggestions.