A Case Study Of Cooperative Learning In High School Biology Teaching

The use of group cooperative learning in the classroom has the advantage that traditional teaching mode is beyond comparison.The traditional teaching mode is mostly that teachers take the initiative to impart knowledge while group cooperative learning breaks through the traditional communication between teachers and students,promotes the interaction between students and students,and is conducive to active classroom atmosphere and mobilizes the students' enthusiasm for learning,which fully reflects the students' main position in the learning activities.The group cooperative learning method can not only foster students' cooperative consciousness,but also effectively improve students' learning ability and thus improve learning efficiency.However,in the actual process of teaching activities,the group cooperative learning method cannot bring its superiority into full play and is constrained by many factors,such as: the personality traits of students,the biological achievements of students,the interest of students in biology and cooperative learning,the implementation of cooperative learning,etc.Therefore,it is our first priority to explore the problems of cooperative learning in high school biology classroom and find out the corresponding strategies.This study based on the principle of group cooperative learning,a questionnaire about the current status of cooperative learning of high school biology groups was prepared.The questionnaire survey was conducted among the high school senior students from four high schools in LiuYang City,and we found that the problems in the cooperative study of high school biology groups can be: the team division of labor is not clear,the group discussion time is too long and the teacher evaluation and the inter-group evaluation are lacking in the evaluation process.Secondly,the study analyzes the way of group cooperation applied by teachers by watching the video of the high school biology teaching seminars of six provinces in Central and Southem China in 2017.It is found that the class order is better when the number of cooperative learning group is 4,the collaborative discussion is better after self-learning and the teacher's evaluation can make the students to take a more active part in the group cooperation activities.Therefore,according to the video case and classroom observation,the strategy of giving full play to the advantages of group cooperative learning,optimizing the effect of classroom teaching and improving students' cooperation ability is proposed: take a weekly group preparation and online platform to build a group to let the teachers actively communicate with each other;standardize the process of group cooperation learning: self-learning,collaborative discussion,and achievement exhibition;grouping scientifically by reasonable arrangement,performance and voluntary;select effectively the collaborative content: exploratory collaborative content,open collaborative content;maintain classroom order for cooperative learning through team leader assistance management,class cadre assistance management,and mutual supervision between groups;improve the evaluation mechanism of cooperative learning through self-evaluation within the group,mutual evaluation between groups and teacher evaluation.