A Study On The Modes And Strategies Of Cooperative Teaching In Primary And Secondary Schools In The United States

The United States in the history of special education and inclusive education background,to resolve in the traditional teaching cannot balance the plight of every student,the primary and secondary schools under the rules and legally binding has given rise to the development of cooperative teaching,the needs of adapt to the new age of American primary and middle school teaching,and achieved good results.In China,the new round of curriculum reform promotes the teaching methods of cooperation,autonomy and inquiry,and emphasizes the importance of cooperation.The lack of cooperative consciousness and teaching skills,as well as the high quality administrative support from the state and schools,makes it difficult for cooperative teachers to be trained to be competent in diverse and complex situations in cooperative teaching,and to ensure the implementation of efficient and high-quality cooperative teaching.In view of the shortcomings of the same traditional teaching methods in China and the United States and the obstacles encountered in the implementation of cooperative teaching,the study of cooperative teaching modes and strategies in primary and secondary schools in the United States can provide useful inspiration for the problems of cooperative teaching in China.This study is divided into six parts,which are as follows:The first part,theoretical basis and rise.This paper demonstrates that cooperative teaching has a very solid and scientific theoretical basis from philosophy,sociology and psychology.From the perspective of historical development,this paper clarifies the historical evolution of cooperative teaching in primary and secondary schools in the United States,and sorts out the background,formation and development of cooperative teaching.The second part is preparation.Before the implementation of cooperative teaching,the organization,system and culture should be prepared to build an effective cooperative teaching team.The third part is typical model.From two aspects of concept,the cooperative teachers' roles and responsibilities in detail discussed the implementation of the teaching mode of cooperation,to select the mode of practical teaching in teaching case its concrete implementation is intuitive,and the advantages and challenges section to evaluate cooperation teaching,summarizes the positive influence of the model and its problems.The fourth part is the implementation strategy.The important strategies of cooperative teaching include: strategies to help students understand with great concern;Strategies of using visual materials to assist students in establishing connections;Using learning skills and strategies to develop students' independence;Use formative assessment as a strategy to promote student success.The fifth part,problems and solutions.Common problems in cooperative teaching include planning before cooperation and teaching during cooperation.It canbe solved by creating cooperative atmosphere,strengthening cooperative teachers' communication,and clarifying cooperative teachers' roles and responsibilities.The sixth part,enlightenment Suggestions.By referring to the implementation mode and strategy of cooperative teaching in primary and secondary schools in the United States,and combining with China's national conditions,this paper puts forward some specific inspirations for cooperative teaching in China.Enrich the mode and strategy of cooperative teaching in China;Promote teachers' professional development and improve their cooperative teaching ability;To meet the diversified learning needs of students and improve their learning quality.