Research The Impact Of Cooperative Learning On Primary' Writing Achievements In VR Teaching Situations

With the development of technology,virtual technology has gradually become the consensus of teachers and students when it enters the classroom.However,how to effectively integrate virtual technology with teaching and truly give its effectiveness in classroom teaching is the main focus of current front-line teachers and researchers.As a tool of virtual learning,virtual glasses have the potential to break through the limitations of traditional teaching and optimize the existing teaching situation.This study suggests that both virtual teaching situation and cooperative learning can promote the improvement of primary school students' Chinese writing ability and comprehensive quality in varying degrees.This research consults relevant literatures,and understands the current situation of the application of virtual reality technology in classroom teaching at home and abroad and the research status of cooperative learning.Based on constructivist learning theory,situational cognition theory,experiential learning theory and cooperative learning theory,a cooperative learning experiment based on virtual teaching context is designed.In this study,the third-grade students of Wenzhou University City affiliated schools in Wenzhou City were selected as the research subjects,and the experimental experiments of Chinese writing were conducted for the experimental group and the control group.The study analyzes the influence and difference of VR teaching situation,cooperative learning and learning motivation on students' writing performance based on post-test scores.Finally,the following conclusions are obtained: 1.Compared with the traditional teaching situation,the teaching situation supported by virtual technology has a positive impact on students' writing performance;2.Compared with the non-cooperative learning in the virtual context,the cooperative learning in the virtual context has a positive impact on students' writing performance;3.In both experiments,learning motivation has no significant influence on students' writing achievement.In addition,through further analysis,it is found that teaching situation and cooperative learning have no significant influence on students' learning motivation.Therefore,the research believes that the application of virtual technology in classroom teaching can effectively improve students' writing effects.First-line teachers should actively explore the possibility of combining information technology and classroom teaching in all aspects,trying to learn and absorb relevant experience,maximize the integration of information technology and education,and finally realize the transformation of teaching structure and improve the quality of teaching.