Study On The Guide Strategies Of Chinese Reading Cooperative Learning In Elementary School Secondary Grade

Primary Chinese is the basis of all subjects,reading is also a cornerstone of Chinese learning,therefore,people have been trying to improve students reading literacy to improving language literacy.Since the new curriculum reform,cooperative learning has become a new way of learning.From carding the relevant document and cases,we fully realize the high effectiveness and superiority of Cooperative Learning in primary Chinese reading teaching.However,we also find that there is a ineffective and negative cooperative learning phenomenon.Therefore,guiding students to learn to read and maximize the advantage of cooperative learning become the focus of research.This study was to investigate the implementation of cooperative learning in Chinese reading teaching secondary elementary school the status quo and to put forward the corresponding guiding strategies.Through the literature research,it is found that most researchers are theoretical research and scattered summary of experience and how to systematically implement is less.Firstly,summarying Chinese cooperative learning,including drawing the outline of thought,clarifying the theoretical principle,carding the general process of cooperative learning.Secondly,interpreting the Chinese curriculum standard and analysing the teaching material;the effect of Cooperative Learning on improving Middle Reading Literacy;an Analysis of the Related Requirements for the Chinese textbooks.Cooperative Learning implementation of the three dimensions of the questionnaire design is the Cooperative Learning attitude,preparation and Application in this class.Conduct statistical analysis and draw conclusions.The analysis found five main problems: First,content selection hastily;Second,the task presents direct;Third,the time is tight;Fourth,the authority of teachers is obvious.Fifth,skills guidance is less;Sixth,lack of self-reflection.Then it puts forward three guiding strategies from the three dimensions of cooperative learning preparation,application and presentation.Try to provide some reference for front-line teachers.Preparation strategies include: democracy buildinggroups;actively build interdependence;clear division of responsibilities;regular role rotation;core design issues;selection of appropriate methods;use menu organization to prepare well.Practical strategies include: close to the reading elements;combining skills and emotions;awake experience and passion based on autonomous reading;strengthen supervision and guidance to provide timely assistance.Presentation strategies includes: full diversity display;guide mutual assistance between groups;protection of pluralistic subjects;focus on emotional evaluation;multiple combinations focus on process evaluation;carry out stratified evaluation,regular summary and recognition.