Implementing Cooperative Learning In Elementary School Classroom

The curriculum reform of basic education clearly proposes that the phenomenon of accepting learning,rote memorization and mechanical training should be changed in the course implementation,and that the cultivation of self-guided,exploration-cooperative talents should be advocated.In order to achieve this goal,the teaching concept,teaching design and teaching method of basic education must undergo corresponding changes.It has become a new goal and requirement in teaching to cultivate students' autonomous,cooperative and inquiry-based learning ability.Group cooperative learning,which aims at cultivating students' ability of autonomy,exploration and cooperation,has been gradually accepted by teachers and students.The main content of primary school is to cultivate the learning habit and ability of independence,cooperation and inquiry.Group cooperative learning is conducive to stimulating students' sense of cooperation and spirit of cooperation.However,the implementation effect of group cooperative learning will be influenced by various factors such as educators' cooperative literacy,students' cooperative consciousness and cooperative skills,among which the educators' positioning of themselves in cooperative learning is the key factor affecting the practical effect of cooperative learning.This paper takes cooperative learning in primary school classroom as the research theme.Based on teacher professional development as the main line,this paper follows the ideas of empirical analysis,theoretical research,countermeasure discussion and case verification.Through the analysis and summary of the method of in-depth classroom observation,we find that the main problem of cooperative learning in primary school are as follows:from the perspective of students,the overall situation of following the trend is obvious,the participating is unbalanced,and the response is perfunctory.At the same time,there are different reasons for individual students to affect cooperative learning.From the perspective of teachers,improper group formation,unclear division of labor,inappropriate content selecting,lack of guidance and weak motivation in the process,and single evaluating method will affect the development of cooperative learning.The reasons are as follows: on the whole,students lack a comprehensive understanding of cooperative learning and are weak in cooperative learning skills,while individual students have their own reasons.At thesame time,teachers also lack the overall understanding of cooperative learning,cooperative learning classroom management ability is also weak.Based on the analysis of relevant theories,the factors affecting cooperative learning in primary school classroom management include too casual grouping,unreasonable selection of cooperative learning contents,monotonous cooperative learning methods,unclear positioning of teachers in cooperative learning,excessive emphasis on result in evaluation methods,and lack of fairness.Aiming at the main problem and causes of cooperative learning classroom management in primary schools,this paper tries to put forward the improvement strategies of cooperative learning classroom management and carries out the corresponding case practice.It is mainly carried out from the following five aspects:scientific and reasonable team building,active team building,efficient and diverse cooperation,fair and effective evaluation,and orderly implementation of cooperation,so as to make cooperative learning truly effective in primary school classroom and have a certain extensibility.