The Content Selection And Application Strategies Of Cooperative Learning In Middle School Chinese Reading Teaching

Cooperative learning is a widely used classroom teaching strategy in the world.Its own theoretical system is in the continuous improvement,and has a deep and solid theoretical foundation,which brings new ideas and directions to the reform and development of teaching practice.Chinese middle schools have already introduced cooperative learning into Chinese classrooms,and both schools and teachers are no longer unfamiliar with this teaching strategy.However,in the middle school Chinese class,there are still many unreasonable practices in cooperative learning.The main reason is that the teachers themselves have not formed the principles and standards for selecting cooperative contents.The cooperative contents which are randomly selected directly erase the significance and value of cooperative learning.In addition,teachers don't play a good role about leading and guiding in the process of students' cooperation.Many teachers are free from the cooperative learning just as onlookers.They Slack off preparing lessons and are lack of attention about students' wrong behaviors,which are leading to low cooperation efficiency and learning efficiency.On the one hand,this paper focuses on the problems related to the selection of cooperative content about Chinese reading teaching in middle schools,and takes a text from the seventh-grade textbook as an example.Based on the nature,value and purpose of cooperative learning,the principles and standards for the selection of cooperative content are regulated in detail.On the other hand,based on the understanding of the reality and in-depth analysis of Chinese subject,this paper provides teachers with three control strategies which can reflect the teachers' leading value.Firstly,the questioning strategies about cooperative learning;secondly,listening strategies which can guide students to focus on listening;thirdly,role assignment strategy in a group.All of them are in order to correct the teachers' wrong self-knowledge under the cooperative learning and help teachers be indispensable.