The Application Of Group Cooperative Learning In High School Physics Teaching

In the high school physics classroom,the traditional teaching methods are all teacher-centered.Teachers process textbooks based on past teaching experience,prepare lessons,select key and difficult points,and transfer knowledge to students.Teachers become the main body of the classroom,occupying the classroom Most of the time,teachers often speak hard in class,and students learn painfully.It is easy to get bored,resist emotions,and be afraid to take physics classes.The end result is that the teacher spent a lot of energy and students also spent a lot of time,But the effect is not ideal.Therefore,in order to keep up with the pace of the times and cultivate all kinds of talents needed by society,education reform is imperative,and the most effective way to reform is to implement reforms from classroom teaching.So various classroom teaching models and learning models blossomed everywhere.Among them,the group cooperative learning model stands out and has attracted the attention of researchers and many front-line teachers.Nowadays,in most classrooms,the group cooperation learning model is used more and more frequently.However,large class teaching is still a relatively common situation in various places.So,how to effectively carry out group cooperative learning in a large class environment,It is a question worth thinking about if cooperative learning is not superficial.This article is based on the educational theory of group cooperative learning model,starting with the current status of the implementation of group cooperative learning model,through carrying out specific practical surveys,based on the physical group cooperative learning classroom,from the classroom to experience first-line teachers' group cooperative exploration teaching The organization and implementation of the system reflect the valuable experience and existing problems in teaching more carefully,and prove that scientific and effective group cooperative learning can increase students 'interest in learning physics and improve students' physical achievements.At the same time,it also helps to change the attitudetowards learning physics,enhance students' subjective initiative,mobilize students' enthusiasm for learning,and further develop students' ability to cooperate and communicate with others.This has certain practical significance for improving the quality and effectiveness of classroom group cooperative learning.This thesis consists of six chapters,the main contents of which are as follows:Chapter 1 is the preface.It mainly discusses the feasibility and necessity of implementing group cooperative learning in the context of the new curriculum reform from the aspects of research background and significance,the development history and research results of group cooperative learning at home and abroad,research content and methods.Chapter 2 is to elaborate the relevant concepts and theoretical basis of group cooperative learning.The first is to define the concept of group cooperative learning based on the description of domestic and foreign researchers.Secondly,it discusses the theory of social interdependence,Maslow's hierarchy of needs,learning pyramid theory,constructivism theory,and the theory of recent development zones to build a theoretical foundation for group cooperative learning.Chapter 3 analyzes the current status of the application of the group cooperative learning model in the physics teaching of our high school.The first is a survey and analysis of the number of classes in the five schools.It is concluded that large-class teaching is still a relatively common situation in various places,and the necessity of carrying out experimental research on group cooperative learning is proposed.The second is to conduct a questionnaire survey from both teachers and students to further understand the current status and existing problems of the application of group cooperative learning model in high school physics teaching,draw relevant experience and lessons,and prepare for the formal launch of practical research on group cooperative learning.Chapter 4 is about the construction of cooperative learning groups and their evaluation strategies.The first is the formation of a cooperative learning group.Combining Rogers research and the actual situation of the class,a group of 6 people is finally determined.The team members should follow the principle of "heterogeneity within the group,homogeneity between groups" There are six divisions of duties for each of the members,namely: team leader,deputy team leader(discipline management),counselor,recorder,operator,inspector,and a physical cooperation team job and responsibility division table,Clarify their respectiveresponsibilities.The second is to formulate a scientific and effective evaluation strategy.The evaluation should follow the principles of timeliness,diversification of the subject,the principle of encouragement,and the principles of fairness,justice,and openness.The method of evaluation is relatively new.3.The combination of mutual evaluation between groups and teacher evaluation has proposed a new way of academic evaluation,and formulated the evaluation table of students' cooperative learning ability and the evaluation standard of group cooperative learning to provide a basis for scientific and effective evaluation.Chapter 5 is an experimental study of the group cooperative learning model.In this chapter,a comparative experiment is adopted.Two teaching classes are selected as the experimental class and the comparative class.The experimental class adopts the group cooperative learning mode for teaching,and the comparative class adopts the traditional teaching method.At the time of enrollment and at the end of the semester,we conducted a questionnaire survey on the two classes,collected relevant data,and comparatively analyzed the changes in the learning interest and learning attitude of the experimental class and the control class in physics subjects.Collect the entrance exam,mid-term exam and final exam scores of the two classes,conduct statistical analysis,and compare and analyze the difference between the effect of the group cooperation teaching model and the traditional teaching method.Finally,it is concluded that conducting group cooperative learning in high school physics classrooms is conducive to improving students 'physics learning achievements and interest,and changing students' attitudes towards learning.Chapter 6 is the conclusion.Summarizes the various aspects of the work the author has done,and expounds the shortcomings of the research and the prospects for future research.