A Practical Study On The Effectiveness Of Group Cooperative Learning In The Teaching Of Important Biological Concepts In Junior High School

The new curriculum standard of biology in compulsory education(2011 edition)(hereinafter referred to as the "curriculum standard")points out that modern biology teaching should be oriented to all students and actively advocate inquiry-based learning,so as to improve students' biological science literacy.The curriculum standard also requires highlighting the transmission of important concepts,paying attention to the learning of important concepts,and advocating teachers to actively carry out the effective practical application of cooperative learning strategies in the teaching of important concepts in junior high schools.Through literature review,it is found that as an important learning method advocated by the new curriculum reform,group cooperative learning is gradually applied in biology classroom teaching in junior high school,but there are few practical researches on the important concepts of biology teaching in junior high school,and cooperative learning as a teaching strategy has certain effectiveness.On the basis of literature review,collation and induction of cooperative learning theory and important concept teaching theory,questionnaire survey method,interview method and observation method were adopted to conduct an in-depth investigation on the current situation of group cooperative learning among junior middle school biology teachers in this district.The investigation results show that,under the promotion and implementation of the education department from top to bottom,the group cooperative learning is widely used by the first-line biology teachers in the biology classroom teaching of the junior middle school in this district,and improves the efficiency of biology classroom teaching to some extent.However,there are also some outstanding problems,such as group cooperative learning tends to formalize,unreasonable construction and lack of effective group and individual evaluation mechanism,which make it difficult for group cooperative learning to play an effective role in a long term.This study is aimed at the above problems,carried out a practical study of its effectiveness,and tried to put forward an operational solution strategy.In order to improve the effectiveness of group cooperative learning in the teaching of important concepts of biology in junior high school,the author carried out a practical study on the students from class 8 and class 9 of grade 2018 in guangzhou middle school.The processis as follows: 1)formulate the research plan,and determine the practical purpose,time,steps and specific process;2)carried out the research program,including early mobilization and group construction and improvement,focused on the implementation of highly operable heterogeneous grouping method and the establishment of a long-term effective integral evaluation mechanism,The implementation stage includes the design of group cooperative learning around important concepts,the setting of learning objectives and necessary proactive learning,the active and effective regulation and timely and effective evaluation of the group cooperative learning process;3)analyze experimental results to draw conclusions and reflect on them.Based on group cooperative learning in junior high school biology important concept teaching effectiveness in the practice of research shows that: 1)based on the teaching case analysis shows that the two experimental classes in the final district nationwide examination,related important concept questions serves are higher than that in comparative classes,indicates that the group cooperative learning can help students' concept of building;2)there was a significant difference in the test results before and after the experimental class(P<0.01),and a significant difference in the test results after the experimental class and the control class(P<0.05),indicating that group cooperative learning had a significant effect on improving teaching efficiency and students' academic performance;3)in the second half of the experimental class(that is,with lower scores),the students' personal progress in the pre-test and post-test is significantly better than that in the control class,which indicates that group cooperative learning can also improve the underachiever;4)the quantitative score of the questionnaire survey on individual and collective efficacy of group cooperative learning is66.7,which exceeds the passing score designed by the questionnaire,indicating that the development of group cooperative learning plays a positive role in promoting the overall development of students and the construction of excellent classes.Based on the effective practice of the teaching of the important concepts of biology in junior high school,this study proposes a cooperative learning model suitable for the promotion and application in our school,and constructs a teaching system of cooperative learning in our school and even in guangzhou junior high school.